Great Places Have Great Stories-Rehabilitation of the Lincoln

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Great Places Have Great Stories - Rehabilitation of the Lincoln-Grant School and Randolph Park

as a Multi-use Community Asset

A thesis submitted to the Graduate School of the University of Cincinnati in partial fulfillment of

the requirements for the degree of

Master of Architecture

In the College of Design, Art, Architecture and Planning

By

Adam Wisler

B.A. The University of Arizona May1993

Committee Chair: Jeff Tilman, Ph D. 2

“Great Places Have Great Stories - Rehabilitation of the Lincoln-Grant School and

Randolph Park as a Multi-use Community Asset”

The rehabilitation and adaptive reuse of a structure has multiple benefits, including aesthetics, social attraction, the embodied energy of reuse, and has the potential to catalyze refreshed community identity, historical memory, and cultural meaning. This thesis, focusing on the adaptive reuse of the Lincoln Grant School in Covington, Kentucky, and the rehabilitation of adjacent Randolph Park, will demonstrate all of these potentials. Located in the Licking

Riverside historic district, the building stands as a symbol of the segregation period, when it was the “black only” high school in the area. This historic significance can be both preserved and amplified through an adaptive use such as the Family Scholar House (affordable housing for single parents getting a post-secondary education), a rehabilitated theater providing a place for the community to gather for arts, meetings and entertainment. It will provide the basis for the building to be rehabilitated for a multi-purpose adaptive reuse incorporating community interests such as gathering, meeting, and performance, while preserving its heritage. The rehabilitated park’s new amenities will include a phased community and recreation center, improved ball fields, playground, skate park and picnic areas, and a connection to the Licking Riverside

Greenway. It will revitalize the park with amenities and memories, telling the story of the school and park’s rich history and providing gathering, recreational, athletic and educational opportunities.

This thesis research will highlight 5 ways that issues and processes common in restoring and reusing a community asset can be maximized, including economic and social value, strong aesthetics, refreshed meanings, iconic character, and catalytic impact on the surrounding area.

This thesis design explores the potential to revive and celebrate historic assets, while 3 reintroducing the arts and community history, meaning, and identity as a viable economic driver for the area and contribute to a sustainable community.

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PREFACE

My specific interest in historic preservation is in acoustic and theater design and preservation. I have always been a musician, and follower of live music. I have lived the experience of the musical space having as profound an impact on any performance as the musicians themselves. My first performance breakthrough in the significance of architecture in music was while playing percussion in my high school symphonic band. We were celebrated as one of the best high school music programs in the country and were invited to perform at the

Midwestern Conference, held in Ann Arbor, Michigan. Our classical symphonic performance in the incredible space of Hill Auditorium was one that brought families, musicians, and music professionals to their feet in a raucous standing ovation. It was one of the most powerful experiences of my young life, and one that eventually lead me to discover Albert Kahn, the

‘architect of Detroit’ and of Hill Auditorium. Around the same time, at the apex of my secondary education, I went to see a concert in the newly rehabilitated Fox Theater in downtown Detroit. I had never been in a space like this, with this level of design and articulation, all executed with the purpose of a greater performance experience. I realized the architecture of performance, and at that moment of the Beastie Boys rapping and bumping, it was as true to their music as the greatest symphony.

I have a passion for solving problems of existing buildings for historical preservation and/or adaptive reuse. I discovered and developed this passion when I began work as the architect on the renovation of an abandoned school campus in Asheville, North Carolina. The physical improvement of a structure through rehabilitation has the immediate effect on the aesthetics of the building, but also has the embodied energy of re-use, and can catalyze community identity while sponsoring improvements to other properties in the area. The Ben 5

Lippen School, a non-denominational boarding school in Asheville, had been abandoned for a decade. When I was brought there to explore redevelopment possibilities of the property, what I found was a diverse collection of school buildings in fairly good condition due to the fact that their roofs were in tact and little water damage had occurred. I envisioned the rebirth of this campus as a conference and entertainment center, equipped for dinners, meetings, weddings and performances. This was my first foray into adaptive reuse and the completed project has been a tremendous success. A goal of this thesis is to bring this kind of success and new energy to a building and park that is currently in jeopardy of being lost to future generations.

MEANING, MEMORY, AND IDENTITY

Only by knowing our past do we know our future. Through historic preservation and adaptive reuse we acknowledge and preserve our past as human settlements, while engaging the needs of the present for a viable future. Our present is shaped by what has passed down to us as stories, history, place, and culture. Our identity comes from those memories, as we hold onto, preserve and share those memories. Historic preservation and adaptive reuse can embody the memories with strength and structure, and preserve an identity of a community.

The present is the holder and translator of meaning from the past. In the present we collect, share, and use the memories of the past, and apply meaning to it. This is the history we create, and from that history, meaning, identity and relationships to our history form. Our ever-changing present has the possibility to change our history, the collective memory of the past. The present has the possibility to alter the history, obfuscate it, erase it, or preserve it. Herein lies an opportunity to collect the memories, preserve the past, and adapt and reinstate the meaning through a method that is recognizable in the present and viable for the future. 6

Historic preservation and adaptive reuse have the ability to reconnect and reinterpret the past to the present through the built environment. When the built environment is abandoned, when structures are allowed to erode or disappear, or are forgotten, the stories, significance, meaning, and history of a place or structure are debilitated as well. With that debilitation of the physical environment, the collective memory and identity of the place and community erodes as well. Through historic preservation and adaptive reuse we have the opportunity to illuminate and reinvigorate those meaningful stories with revived places. A revived community identity can emerge from preserved and restored places of meaning.

This project considers the identity of Covington’s eastside community and the generating element of identity for many generations of its residents, the Lincoln Grant School. Generations of eastside residents received their state of the art education there, and their descendants. Yet today’s young adults, teenagers and children have only seen a powerful piece of art deco architecture erode through neglect. These later generations have seen the school grounds, renamed as Randolph Park upon the closing of the school, left to stand as a reminder of the closing in an ever-deteriorating state of disrepair. The community space of the park is broken and fragmented by chain link fences surrounding every space and structure. This dissecting of the park into caged zones of relative inactivity has diminished the community experience and identity.

The goal of this project is to preserve the story of the school, the neighborhood, and its inhabitants by reestablishing and strengthening connections between the past, present, and future.

The importance of the memory, of the past, upon the identity of the community and individuals is a powerful tool in this project to bring meaning and history back into the building and site. The exploration of adaptive reuse of the historic school building can be a fundamental aspect of 7 restoring and communicating this memory, while opening a new possibility for sustainability.

The adaptive reuse of this building as a multi-family complex can invigorate the park with new families, activity, and energy that can regain and maintain the meaning and history being lost.

The rehabilitated school auditorium where generations of east side residents enjoyed jazz, theater, fashion, and graduation ceremonies will be returned to this community as a place where they can meet, gather, celebrate, and enjoy the arts and culture once again. A revitalized

Randolph Park, with new community center and amenities, educational opportunities, and captivating grounds will enable the site to become a community asset and place of pride and identity, bringing the community together in activity, recreation, and fitness, together with its past, present, and future.

LITERATURE REVIEW

By examining the impact of new building on significant existing architecture, The

Architecture of Additions: Design and Regulation, by Paul Spencer Byard, emphasizes the contributions of modernism and the problems and possibilities of the eras that followed. Byard discusses how buildings affect the meaning of each other when their expressions are combined and interact, and how they should affect each other when one of them is considered a public landmark. In the New York Times book review, Martin Filler gives high praise to The

Architecture of Additions.

“Fair-minded and soundly informed, Byard judges each scheme (ranging from St. Peter's Basilica in Rome to Sir Norman Foster's Law Faculty building at Cambridge University, completed last year) with keen understanding of the realities that affect extensions to individual structures and expansion of building ensembles. Though receptive to a wide spectrum of stylistic solutions, he is always on the side of design values that promote a more humane public environment.”1

1 Martin Filler, “New York Times Book Review”, nytimes.com, accessed 03-February-2013, 8

The rehabilitation of the Lincoln Grant School in Covington is a public resource of community identity with values that this thesis evokes.

Another thorough review, from Gordon Bock, in a column for The Old House Journal, has a surprisingly in-depth analysis of The Architecture of Additions: Design and Regulation, considering the residential focus of the publication. “Buildings have been expanded and appended to since the first roof beam was raised. In today’s world, however, planned additions to historic structures often clash with the goals of preservation. There’s no question an addition can bring new utility - and therefore viability - to a building of 50, 100, or 150 years, but how will it affect the original expression and intent?”2 Particularly applicable to this thesis is the possibility of a combination of original architecture and addition that is not only cohesive and harmonious but more powerfully complete than either one or the other alone. Byard’s main concern is not the contributions of individual talents, but the more general effects of 20th century design.

Modernism, he feels, has the greatest potential to impact architecture of the past, and he devotes the second chapter to examining the problems and solutions of notable 20th century combined works, from Louis I. Kahn’s Yale University Art Gallery, to I.M. Pei’s glass pyramid at the

Louvre.”3 This book supports the objectives of my thesis as a strong resource in it’s illustrative examples of built works by notable architects that address the existing historic fabric.

In Historic Preservation: Curatorial Management of the Built World, James Marston

Fitch has created and collected a work of literature and a textbook illuminating the existence of

http://www.nytimes.com/books/98/12/06/reviews/981206.06architt.html

2 Gordon Bock, “Books for Thought,” Old House Journal, July-August 1998.

3 Gordon Bock, “Books for Thought,” Old House Journal, July-August 1998. 9 our built world, its value, and the preservation efforts necessary to sustain life therein.

Preservation has grown from an activity of upper-class antiquarians to realizing the value of the vernacular with which we are all familiar. The rehabilitation and adaptive re-use of the Lincoln-

Grant School is a powerful example of the latter. The most recent period of historic preservation has been significant in that is marks the entry of professionals into the field, enabling it to become a dominant force in urbanism. Historic preservation has made styles of the past respectable in the profession. Restored buildings have demonstrated a regenerative impact on their immediate environments through a catalytic effect. These examples demonstrate that preservationists have been correct, for the historic fabric of the vernacular, of the community identity, offers a critically important life support system to everyone who is sheltered there.

“This support is complex and multi-form. It is first of all supremely physical - indeed physiological. But it goes beyond that to offer psychic shelter as well.”4 This thesis proposes to a part of the physical and psychic shelter of the black identity and history of Covington.

The components of this project that will celebrate this identity is the rehabilitation of the school auditorium while the rest of the building is added to and remodeled to house single parents and their families, the auditorium will return to the use of the community it last served.

Drawing from Fitch’s analogy to ancient Greece. “The specific emotional current of the theater is the result of the triangular current: the actor’s effect upon the audience; the audience’s collective response to the actor; the effect of the audience upon its individual members. This is why the theater is the most electrifying of all cultural forms…The theater was the instrument

4 James Fitch, Historic Preservation: Curatorial Management of the Built World (Charlottesville, VA: The University of Virginia Press, 1990), page ix. 10 whereby citizens were inculcated with Greek values.”5 The multivalent complexities of such a project are also thoroughly discussed in the text. A reviewer also notes that Fitch, “ includes discussions of the economic, legal and legislative forces acting upon historic district planning.

He provides useful information on how old buildings can be moved (either intact or disassembled) to new sites via truck, rail or barge; how to heat, cool and light old buildings and still maintain the aesthetic integrity of their interiors; and how a country can develop a comprehensive policy for the care of its artistic and historic heritage.”6

In Sustainable Preservation: Greening Existing Buildings, Jean Carroon has illuminated the profound impact of preservation on sustainable development. “Preservationists are particularly adept thinking about the long-term survivability of buildings and how they can be carefully maintained, innovatively reused, and thoughtfully preserved for future generations to enjoy.”7 The author illuminates the latent energy within every creation, especially and specifically in buildings. “Buildings account for nearly forty percent of both total energy use and carbon emissions in the United States. With one of the country's leading preservation architects as your guide, Sustainable Preservation explores the power of adaptive reuse to reduce those numbers and move us toward sustainability. It shows how an icon such as H.H. Richardson's

Trinity Church in Boston can go green—and why a 1970s strip-mall supermarket not only

5 James Fitch, Historic Preservation: Curatorial Management of the Built World (Charlottesville, VA: The University of Virginia Press, 1990), page 4.

6 Author Unknown, Historic Preservation: Curatorial Management of the Built World, books.google.com, accessed 18-February-2013, http://books.google.com/books/about/Historic_Preservation.html?id=NaVIT655HagC

7 Jean Carroon, Sustainable Preservation: Greening Existing Buildings (Hoboken, NY: John Wiley and Sons, Inc., 2010), page xi. 11 deserves similar attention but can also emerge as a building that delights users.”8

Sustainable Preservation: Greening Existing Buildings specifically addresses building types, including the adaptive reuse of schools. It presents case studies of project that set new standards for holistic approaches to adaptive reuse and sustainability, covers design issues, from building location to lighting systems, renewable power options, storm water handling, and building envelope protection and integrity, reviews operational issues, makes a compelling argument that preservation and sustainability don't just protect the environment, but deliver a full range of societal benefits, from job creation to stronger social connection. This renewability aspect of existing buildings on their community is inherent in their design and construction.

Carron observed that “Unlike their more recent counterparts that celebrate the concept of planned obsolescence, older buildings were generally built to last. Because of their durability and

‘repairability’, they have almost unlimited renewability.”9 The Lincoln Grant school is a stout example of this renewability, for its construction of brick and concrete masonry bearing walls, and hard tile finishes on many walls has preserved the exterior and structural interior nearly in tact.

Robert Young, in Historic Preservation Technology introduction to historic preservation expands upon the ten points of the Secretary of the Interior's Standards for Rehabilitation, illustrating how structural and finish materials were used in the past and how adaptive re-use can be employed to bring modern amenities to historic structures. Young’s Historic Preservation

8 Author Unknown, Sustainable Preservation: Greening Existing Buildings, amazon.com, accessed 18-February- 2013, http://www.amazon.com/Sustainable-Preservation-Greening-Existing-Buildings/dp/0470169117

9 Jean Carroon, Sustainable Preservation: Greening Existing Buildings (Hoboken, NY: John Wiley and Sons, Inc., 2010), page xii.

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Technology covers all aspects of the exterior and interior building fabric, including windows, roofing, doors, porches, and electrical and mechanical systems for both residential and small- scale commercial buildings, and is therefore a critical resource for the rehabilitation and adaptive reuse of the Lincoln Grant School.

“The importance of the Preservation Plan as the fundamental planning tool in preservation-oriented projects is discussed as it sets the basic requirements for the project, such as code compliance, existing conditions and appropriateness of interventions. He continues to explain the methodology for creating the Historic Structures Report and the role of the preservation team during each phase of design and construction. The strength and bulk of the book is in the second thru fifth chapter which he sub-divides into building materials, fabric, ornamentals and finishes, and special topics. He focuses on the American use of materials until the mid 20th Century and follows the same pattern for each: he describes how it was fabricated, used in construction, the typical problems as the material ages and the remediation strategies. For example, the discussion of brick, a sub-category in the masonry chapter, includes clay-based masonry such as adobe, sod, and ornamental and structural terra-cotta. In a few pages the author explains how these construction materials are created from baked earth, yet he doesn’t get lost in non-essential facts.”10

The recycling of historic buildings such as the Lincoln Grant School, incorporates the principles of science, art, community and sustainable development, all well explored for implementation by this project.

10 Ashley Robbins, Book Feature: Historic Preservation Technology, aia.org, accessed 18-February-2013, http://www.aia.org/practicing/groups/kc/AIAB080163 13

DIRECT PRECEDENT CITATIONS

RUSSELL SCHOOL APARTMENTS

There are many resources available for historic preservation through adaptive reuse, which is growing as a green alternative to new construction. With the tax incentives for historic preservation and affordable or elderly housing, many buildings are being saved through rehabilitation. The Russell School Apartments in Lexington is a precedent project I worked on as the inspector for HUD. Nearly a decade after it ceased operations as a school the former Russell

Elementary School has been rehabilitated as a community services center that includes child and family development opportunities, safety net services and housing for seniors. “We wanted to honor the community and bring life back to such a historic building. What better way to celebrate life than by joining seniors citizens and children under one roof?,”11 said P.G. Peeples,

President and CEO, Urban League Of Lexington-Fayette County.

The project took more than 7 years to transform Lexington’s only remaining former African-American school into a centerpiece of the community once again. Russell School, now called the Russell School Community Services Center, is also on the National Register of Historic Places. The Community Services Center houses Russell School Apartments and the Council’s Russell School Center. “The historic, two-story, 46,000 sq.ft. Russell Elementary School was transformed into a “mixed-use” occupancy Community Center, Head Start headquarters and classrooms and residential senior housing units. The first phase of this project included testing, investigation, preliminary design and extensive

11 Author Unknown. Community Action Council and Urban League Bring New Life to Russell School, bizlex.com, accessed 12-February-2013, http://bizlex.com/2012/06/community-action-council-and-urban-league-bring-new-life- to-russell-school/.

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abatement for lead base paint, mercury, asbestos, and transformers containing PCB’s. The second phase encompassed the renovation of approximately 10,000 sq. ft. including four Headstart classrooms and community services office space. The third phase of this rehabilitation includes the construction of 27 one- bedroom/one-bathroom units for seniors. This senior housing also features laundry rooms on each floor, community room, manager’s office, picnic area with grills and shuffle board court. Funding for this project includes Kentucky Housing Corporation Tax Credits, Historic Tax Credits, HUD 202 funding and Neighborhood Stabilization Program and Community Development Block Grant Funds. The former Russell School dates back to 1954 as a black only elementary school, and has been placed on the National Register of Historic Places. Rehabilitation of this building required returning the facade to its original design and meeting all guidelines established by The Secretary of the Interior Standards for Rehabilitation.”12

Russell School Apartments – photo by Adam Wisler

STODDARD JOHNSON SCHOLAR HOUSE

Another specifically relevant example of this building type and scope of renovation is the

Stoddard Johnson Scholar House in Louisville, developed Marian Development, LLC who is the

12 Author Unknown, Russell School Community Service Center, rebarch.com, accessed 12-February-2013, http://rebarch.com/projects/renovation-historic/russell-school-community-service-center.

15 sponsor of the program I am working with on the Lincoln Grant School. Stoddard Johnson

Scholar House (SJSH) provides decent, safe, sanitary and affordable housing through new construction and renovation of an existing structure to produce 57 new affordable housing units.

SJSH consists of one 3.65 acre site located at 2301 Bradley Avenue in Louisville, KY, Jefferson

County located in the St. Joseph neighborhood within minutes from the University of Louisville.

The site is located in a residential neighborhood near student housing. It provides close access to the University of Louisville, grocery stores, public and private schools, churches, restaurants and pharmacies. Public transportation is provided by the Transit Authority of River City (TARC), and the site has close freeway access.

Stoddard Johnson Scholar House involves renovation of the existing Stoddard Johnson building which was owned by University of Louisville. The site was originally developed in

1900 and was a primary school until the 1980's, when it was utilized as a daycare, and, as offices for the University of Louisville. The site was vacant prior to rehabilitation. The 47,327 sq. ft. building is structurally sound. Due to the historic nature of the building, the exterior will be unchanged and all interior renovations will comply with regulations as they apply to historic structures. The interior will be redesigned to house (18) units between 850-1,041 sq. ft. 2-BR units and (3) 1,243-1,245 sq. ft 3-BR units for a total of 21 units. There is 9,314 square feet of community space utilized as program offices, a computer/media lab and multipurpose/classroom space. A commercial grade children’s playground is located on site as well. The new construction portion of the project consists of two new buildings (23,310 sq. ft and 15,900 sq. ft.) that will house (30) 1,000 sq. ft. 2-BR units and (6) 1,158 sq. ft. 3-BR units for a total of 35 16 units. Construction methods utilize green building techniques and energy efficient technology as well as comply with applicable building codes and KHC universal design requirements.13

Completed Stoddard Johnson Scholar House – watercolor for Marian Development, LLC, by Adam Wisler

13 Author Unknown. Stoddard Johnson House. Marian Development, LLC. 17

Site analysis of Stoddard Johnson Scholar House vehicular and pedestrian circulation 18

Plan analysis of Stoddard Johnson Scholar House pedestrian circulation through community spaces

PARKLAND SCHOLAR HOUSE

Another direct precedent scheduled to come online prior to the execution of this thesis is the Parkland Scholar House. It will provide decent, safe, sanitary and affordable housing through the historic renovation of an existing structure to produce 48 new affordable housing units. 19

Parkland consists of one 1.8 acre site located at 1309 Catalpa Street in Louisville, KY, Jefferson

County located in the Parkland neighborhood. The site is located in a residential neighborhood. It provides close access to the grocery stores, public and private schools, churches, restaurants and pharmacies. Public transportation is provided by the Transit Authority of River City (TARC) and the site has close freeway access.

Parkland Scholar House involves renovation of the existing Parkland Public School building, which is currently vacant and owned by Shiloh Baptist Church. The 34,779 sq. ft. building was built in 1891 and is structurally sound. It will house (14) 900-1,000 sq. ft.

2BR/2BA units and (4) 800 sq. ft. 2BR/1BA units for a total of 18 units. There will be 2,800 of community space utilized within the building that will house the academic service center, a computer/media lab and multipurpose/classroom space. A new 33,100 sq. ft. building will be constructed on site and will house (6) 1,149 sq. ft. 3BR/2BA units and (24) 1,000 sq. ft.

2BR/2BA units for a total of 30 units. There will be a commercial grade children’s playground will be located on site along with a children’s garden. Picnic benches, commercial trash cans and commercial grills will be an exterior feature of the project. Construction methods will utilize green building techniques and energy efficient technology as well as comply with applicable building codes and KHC universal design requirements.14

14Author Unknown. Parkland House. Marian Development, LLC. 20

Proposed Parkland Scholar House – watercolor for Marian Development, LLC, by Adam Wisler

Site analysis of Parkland Scholar House vehicular and pedestrian circulation 21

Plan analysis of Parkland Scholar House pedestrian circulation through community spaces

McMENAMIN’S KENNEDY SCHOOL – PORTLAND, OREGON

A direct historic preservation adaptive reuse community center project is McMenamins

Kennedy School. McMenamins launched its renovation of the historic school building in 1997 infusing the 80-year-old structure with new life. Educational and art installations throughout the site were inspired by the stories and generations of the Kennedy School’s students and teachers.

This is the kind of storytelling opportunity available to the Lincoln Grant School and Randolph

Park site. The facility include lodging, but also includes programmatic elements of the

Community Center such a renovated theater, the rehabilitated gymnasium, as well as community spaces which can be rented out, donated to, and used by the community. 22

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Historic entrance and exterior preserved and rehabilitated

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Exiting gymnasium rehabilitated as a multi-use space, including basketball

15 McMaenamins - accessed 17-September-2013, http://www.mcmenamins.com 16 McMaenamins - accessed 17-September-2013, http://www.mcmenamins.com 23

“The Kennedy School has been a center of lively activity for the Northeast Portland neighborhood since opening in 1915. Over the years, thousands of kids congregated here to decipher the three Rs, eat mac and cheese on Mondays and climb hand over hand up the gym rope to ring the bell.

When built, Kennedy Elementary School's location was rather remote; it stood three blocks beyond the end of the nearest streetcar line. And that line, which came out Northeast Alberta Street, passed through some pretty sparse country, judging from an ordinance that outlawed the shooting of rabbits from the streetcar.

Also, the school was just eight blocks from the city line, then set at Northeast 42nd Ave. — and in those early years, the numerous Kennedy students residing beyond that boundary lived without electricity, water, sewer or telephones.

Actually, the first elementary school classes were held on the school grounds in portable, one-room buildings in 1913, two years before the present-day school building was built and opened. Just 29 children attended that first year.

As decades passed, the school took on additional civic roles, further endearing it to its neighbors. When school was not in session, "Kennedy" served the community as a public meeting hall, polling place, Red Cross blood drawing center, collection site for paper and tin can drives, weekend playground and even flood-relief shelter.

It was a sad day indeed when at the end of the 1974-75 school year, faced with declining enrollment throughout the district, school officials closed Kennedy, declaring it too old and crumbling to repair.

Scrambling to ward off several demolition orders, a coalition of neighbors, former students, past PTA presidents and the Portland Development Commission fought successfully to save the building.

Mike and Brian McMenamin presented just one of several proposals for reviving the condemned property. Other ideas ranged from a retirement home to an indoor soccer facility. After receiving the approval of the city and the support of the neighborhood, McMenamins launched its renovation in the spring of 1997, infusing the 80-year-old structure with new life. In particular, a river of artwork was inspired by the stories of generations of Kennedy's students and teachers.”17

17 Author Unknown - McMaenamins - accessed 17-September-2013, http://www.mcmenamins.com 24

Site analysis of McMenamins Kennedy School vehicular and pedestrian circulation

Plan analysis of McMenamins Kennedy School plan 25

EAST PARK COMMUNTIY CENTER – NASHVILLE, TENNESEE

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East Park Community Center entrance facade

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East Park Community Center pool

18 Google images - accessed 22-October-2013, http://www.google.com 19 Google images - accessed 22-October-2013, http://www.google.com 26

MULTI-PUPOSE ROOM

INDOOR POOL MULTI-PUPOSE ROOM

MULTI-PUPOSE GYMNASIUM ROOM

MULTI-PUPOSE EXERCISE ROOM KITCHEN/ DINING LOCKER ROOMS

EAST PARK COMMUNITY CENTER PROGRAM DIAGRAM

CINCINNATI WATERFRONT

A direct and local precedent for the rehabilitation of Randolph Park can be found just across the John A. Roebling Suspension Bridge on the Ohio River waterfront in downtown

Cincinnati. Similar to the goals of the Randolph Park program, the interconnected Smale

Riverfront Park, Yeatman’s Cove, Sawyer Point, and the Berry International Friendship Park provide a riverside greenway that connects a larger network of communities to downtown

Cincinnati, and provides recreational, athletic, and educational opportunities. Beginning at the

Cincinnati landing of the Roebling Bridge, Smale Riverfront Park is a beautifully designed collection of performance and gathering lawns, educational alcoves and splash parks, which are 27 jumping with water and users throughout the summer. It connects the pedestrian traffic from the bridge to the waterfront through lush educational alcoves and fountains.

Smale Riverfront Park – photo by Adam Wisler 28

Smale Stage and shelter with solar panels – photo by Adam Wisler

Smale Splash Park – photo by Adam Wisler 29

Smale Black Brigade of Cincinnati educational installation – photo by Adam Wisler

Yeatman’s Cove is the next section of the waterfront park heading east/upriver from the

Roebling Bridge. It begins at the end of the Smale Riverfront Park with an acoustic and educational installation of representative steamboat stacks, which are an interactive exhibit. The stacks spout riverboat music and sounds throughout the day. There are plaques installed with the story of the Ohio River’s river traffic from expedition to industrialization. Heading further into the park upriver the user encounters the Serpentine Wall, an artistic floodwall that is used for musical festivals as amphitheater space. Retained by this wall above are lawn spaces that are also used for a multitude of festivals, as well as concessions and restroom follies. 30

Yeatman’s Cove acoustic and educational installation - photo by Adam Wisler

Yeatman’s Cove serpentine flood wall– photo by Adam Wisler 31

Yeatman’s Cove concessions and restrooms follies – photo by Adam Wisler

Continuing upriver and passing beneath the ‘Purple People Bridge”, a pedestrian bridge connecting Newport, KY and downtown Cincinnati, the user arrives into Sawyer Point. This section of park has an active collection of amenities such as a grass amphitheater, playground, sand volleyball courts, tennis courts, and bike rentals. An educational walking trail illuminates the history around the Ohio River and prehistoric earth’s history through millions of years and evolution. 32

Sawyer Point historical markers – photo by Adam Wisler

Sawyer Point evolutionary trail – photo by Adam Wisler 33

Sawyer Point evolutionary trail – photo by Adam Wisler

Sawyer Point nook – photo by Adam Wisler 34

Sawyer Point amphitheater at historic water works – photo by Adam Wisler

Washington Park, another Cincinnati Park is a focal point of neighborhood revitalization and has been a huge success in making a transitional neighborhood more sustainable. This historic park has been reopened in the year of working on this thesis document and the rejuvenating effects of such a public amenity can already be seen in the surrounding neighborhood. The park informs this thesis work on Randolph Park through its entry identity, and memory of place. 35

Washington Park entry – photo by Adam Wisler

Washington Park history presented upon entry – photo by Adam Wisler 36

Washington Park splash fountain at park center – photo by Adam Wisler

Washington Park framing Cincinnati Music Hall – photo by Adam Wisler 37

Washington Park entry as amenity – photo by Adam Wisler

These Cincinnati parks inform this thesis as precedents through their program content, scale, amenities, pedestrian movement and design. The stage and shelter at Smale Riverfront

Park is a similar scale with exquisite design and detailing. The structure is also an educational opportunity on sustainability through the use of photovoltaic panels and rainwater collection.

The stage and shelter/entrance on the north side of Washington Park is a great precedent as to the multi-use possibilities of this kind of structure, as well as a modernist design precedent that evokes a period of American culture that can be installed as memory generators. The Black

Brigade of Cincinnati installation at Smale Riverfront Park is a scale and design precedent in how effectively it pulls in the passerby into an informational dialog with the historical content. It draws the user down into a space of intimate scale encouraging pause and contemplation, while providing places to rest and read the historical material generating memory. This memory evocation and installation is a goal of this thesis for the Lincoln Grant Community Center and 38

Randolph Park as a place to capture and revive the history and significance of the site. Spaces of contemplative moments like these are where the elderly can sit, while the young play, learn, and share the same history.

ARCHETYPAL AND IDEOLOGICAL PRECEDENTS

CASTLEVECCHIO MUSEUM – VERONA

The Castlevecchio Museum, developed by Carlos Scarpa between 1959 and 1973, is a medieval castle that has been enhanced by his exquisite architectural detailing of structure and exhibition moments. Innovative details for doorways, staircases, furnishings and exhibition fixtures for specific artworks are a strong precedent for the reinvigorating of meaning and memory in a historic structure and site. Structural articulation and details brings new life into the deteriorated castle illuminating and extending the history of the place and creating new meaning.

20 21

New stairway installations at Castlevecchio

20 Google images - accessed 22-October-2013, http://www.google.com 21 Google images - accessed 22-October-2013, http://www.google.com 39

22

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New structure bridging ancient space incorporating new fixtures for art installation

22 Google images - accessed 22-October-2013, http://www.google.com 23 Google images - accessed 22-October-2013, http://www.google.com 40

MEMORIAL TO THE ABOLITION OF SLAVERY - NANTES

The Memorial to the Abolition of Slavery in Nantes is a powerful work of design and architecture producing a narrative, memory, and meaning about the slave trade and this ports’ roll in it. The memorial is part of a 7000m path along the Loire quays, an informative path of discovery illuminated by 200 plaques annotating the slave trading expositions that set sail from this port. The meandering path, designed with moments of contemplation and education, is an informative precedent to the program for the Randolph Park site. The waterside journey through memory and meaning culminates upon arrival of the Memorial structure, an enormous open-air staircase leading the visitor down into the underground museum passageway which is the heart of the Memorial and the symbolic heart of the slave holding chambers below deck on the trading ships. Upon arrival to the underground chamber, the users are welcomed by the Universal

Declaration of Human Rights in many languages of the cultures affected the slave trade.

24

Memorial to the Abolition of Slavery site plan

24 Google images - accessed 22-October-2013, http://www.google.com 41

25

Illuminated plaques with information on slave ships

26

Stairs descending down into Memorial

25 Google images - accessed 22-October-2013, http://www.google.com 26 Google images - accessed 05-November-2013, http://www.google.com 42

27

The Memorial ‘hull’

28

Slave ship La Marie Anna plaque

27 Google images - accessed 05-November-2013, http://www.google.com 28 Google images - accessed 05-November-2013, http://www.google.com 43

BUNDESWHER MILITARY HISTORY MUSEUM – DRESDEN

29

Front façade of museum with addition

The Bundeswher Military History Museum’s original building was an armory built between 1873-1876, which quickly became a museum in 1897. This original museum building served many periods and histories as the Saxon Armory and Museum, a Nazi Museum, a Soviet

Museum, and an East German Museum. These different museum occupants and cultures are part of the history and memory captured in the historic preservation of the building and its additions, and are reflective of the regions shifting social and political positions over the 140 years of the building existence. The history of warfare in the city is significant and embodied in the museum, for it survived the bombings of both the German and American air forces in 1945 while most of

Dresden was obliterated. The adaptive reuse and addition by architect Daniel Libeskind

29 44 interrupts the Neo-Classical façade on the historic arsenal by penetrating it and opening it up with a transparent new pyramidal façade projecting from the historic structure. This new, visually open structure and gallery space represents the openness of democratic society in contrast to the rigid classicism of the historic building rooted in the authoritarian past. This preserved and adapted historic building and contemporary addition are informative to the preservation and adaptive reuse of the Lincoln Grant School and Randolph Park as they restore and rejuvenate the historic structures, capture the history of the building and its’ contents, and create new meaning, reflecting the new society that now enjoys the space.

30

The form of the addition penetrates and opens up the façade

30 Google images - accessed 22-October-2013, http://www.google.com 45

DRUID HILL PARK – BALTIMORE

Druid Hill Park is listed on the national register of historic places and is directly and symbolically informative for Randolph Park. In possesses direct historical precedent and memory associated with the Lincoln Grant School and its site. The park opened in 1860 with segregated recreational facilities such as pools and tennis courts. The segregation of the facilities was finally challenged in 1948 when, a collection of black tennis players were arrested for playing on the parks courts.

31

Renovated Druid Hill Park Memorial

“Back in the days when Warren Weaver played in Druid Hill Park, sheep grazed the rolling hills and African-Americans were expected to know their place: the "colored" sections of Baltimore's 745-acre park. "You'd spend all day there and then go home and eat dinner," said Mr. Weaver, now 80, remembering youthful summers spent playing tennis on segregated courts that soon will be

31 Google images - accessed 22-October-2013, http://www.google.com 46

rebuilt as a memorial to good times spent under hard conditions. What might seem peculiar -- remembering fondly a time when black people were at best considered second-class citizens -- promises to be one of the more vibrant themes at a symposium today on the past and future of Druid Hill Park. "As children, you didn't pay much attention" to racism, said Irvington "Rip" Williams, 79, like Mr. Weaver a champion amateur tennis player from the 1930s who learned and mastered the game at Druid Hill Park. "As you got older, you got wiser to it."

…Discussions with people who grew up using the park or still live near it in Reservoir Hill brought forth something bureaucrats had not considered: nostalgia for the sections of Druid Hill beloved during segregation and largely abandoned since the beginning of integration in the 1950s. To this day, blacks looking for a game of tennis at the park tend to gravitate to a few of the old "Negro courts" that still function before using what had been known as the "white courts."…"Even though this horrible thing happened, it doesn't mean that forever we have to ignore the space. It's possible to re-create [those sites] as sacred," said Leslie King Hammond, dean of graduate studies at the Maryland Institute, College of Art… "The memories cannot be obliterated just because it was a segregated site," she said. "You don't erase the scar; you pay honor to the pure joy of being youthful, what the park meant during that cycle of your life."

In 1948, segregation was so repulsive to Mitzi Freishtat Swan that she and another white woman, Jennette Fino, protested by organizing a game of tennis at Druid Hill Park with two black friends. Reporters and police were on hand when the group gathered on the white courts. Before the first ball was served, four players and several spectators were arrested. "It was something that was waiting to happen," said Ms. Swan, 66, who grew up on Whittier Avenue. "The police would chase whites away from the colored courts, but it was breaking the law if a colored person went on the white courts." One of the peculiar things, Mr. Weaver said, was that blacks and whites did things together at the park for years -- the simple stuff of everyday friendship -- and no one paid much attention. "I played a white man in tennis here back in 1937, and there was a cop who worked in the park named Dick who was our friend and would never have thought of arresting us," he said. But in 1948 -- after a war in which thousands of blacks had died and thousands of others had returned to again face racism in the society they had fought for -- people sickened by segregation wanted to make a point. "I had just turned 18 when we got arrested," Ms. Swan remembered. "My folks were proud of me, but some of my relatives weren't."32

32 Rafael Alvarez, “Fond memories of a harsh era 'Sacred' sites: Many blacks are nostalgic for the segregated Druid Hill Park of years gone by, and the plan to renew the park will include a memorial to that era,” The Baltimore Sun (Baltimore, MD), Apr. 13, 1996. 47

33

Informative plaque at Druid Hill Memorial

34

Recreated pool structures at Druid Hill Memorial

33 Google images - accessed 22-October-2013, http://www.google.com 34 Google images - accessed 22-October-2013, http://www.google.com 48

BACKGROUND SUMMARY

Restored buildings have demonstrated a regenerative impact on their immediate environments through a catalyst effect. The way an addition affects the meaning of another building and how they affect each other when one of them is considered a public landmark is one of the values to be developed and celebrated in rehabilitation projects. The renewability aspect of existing buildings on their community is inherent in their design and construction. “Unlike their more recent counterparts that celebrate the concept of planned obsolescence, older buildings were generally built to last. Because of their durability and ‘repairability’, they have almost unlimited renewability.”35 The Lincoln Grant school is a stout example of this renewability, for its construction of brick and concrete masonry bearing walls, and hard tile finishes on many walls has the exterior completely in tact. Community identity and preserving history is a powerful component of historic preservation. The component of this project that will celebrate this identity is the rehabilitation of the school auditorium. While the rest of the building is added to and remodeled to house single parents and their families, the auditorium will return to the use of the community it last served. The methods used to heat, cool and light this building and still maintain the aesthetic integrity of their interiors; and, how we can rehabilitate a historic piece of architecture for its artistic and historic heritage is one of the many challenges in this historic preservation thesis.

Expanding upon the ten points of Secretary of the Interior's Standards for Rehabilitation, executing an additional building that maintains the integrity of the existing structure and is placed within the context of the site in a way that if it was to be removed, the original structure would remain intact, as well as illustrating how structural and finish materials were used in the past and how adaptive re-use can be employed to bring modern amenities to historic structures. There are many resources available for

35 Jean Carroon, Sustainable Preservation: Greening Existing Buildings, Hoboken, NY: John Wiley and Sons, Inc., 2010, page xii. 49 historic preservation through adaptive reuse, which is growing as a green alternative to new construction. With the tax incentives for historic preservation and affordable, special needs, or elderly housing, many buildings are being saved through rehabilitation. Family Scholar House, the partner of

Marian Development, LLC sponsoring the program for the Lincoln-Grant School, provides homes for participant families; case management for personal growth in areas of parenting, making wise choices, financial decision-making skills in addition to other areas they feel are needed; guidance and knowledge in pursuing their educational needs; and peer support to strengthen their commitment on their way to educational and economic success. The program’s targeted benefits include: families no longer living in emergency shelters, no longer transient and no longer in unsafe and unsanitary conditions. These are lofty and worthwhile goals for this historic preservation thesis, as well as the reinstatement of the community identity of the Lincoln Grant School and Randolph Park in Covington.

PROPOSITION

The solution will include structural investigation and evaluation through a historic structures report, which depicts existing conditions and problems, and their potential remediation. The report will also include research into original finishes and treatments based on archives research and community input. It will also suggest a menu of what to preserve and how, while creating a successful adaptive re- use program. The building’s style will be celebrated through rehabilitating the auditorium space, recreating historic finishes and décor, while the adaptive re-use components are designed and built in a style and manner consistent with this style. The thesis document and design will contain thorough documentation regarding the historic preservation methods, economic factors and incentives, and the manifestation of the design into a successfully renovated structure and park. Upon rehabilitation of the historic structure and park, the community, neighborhood, and city will have restored and revitalized a monument to its past operating in the present while creating its future. The significance of the theater is 50 rich, rewarding, and filled with opportunities for the community. First and foremost, a non-profit organization can have its grass roots in the rehabilitation of the theater, which can help regain an identity of the community that may have been lost in periods of economic decline, which often create cultural decline. The rehabilitation of the park and a new community center and amenities will reverse the physical and cultural decline of the park and reinvest meaning, identity and activity in the park.

Reconstituting this cultural identity can be an economic driver of the area. The physical improvement through rehabilitation of a structure has the immediate effect of the aesthetics of the building, and, can sponsor improvements to other properties in the area. The greatest significance may be of the effect on the community and users of the rehabilitated structure. The rehabilitated theater will provide a place for the community to gather for arts, meetings and entertainment with identity and aesthetic. The rehabilitated park will reinstate displaced meaning and history of the school and place it in the heart of the community in a community center and park.

OUTCOMES

The rehabilitation and adaptive reuse of the Lincoln Grant School in Covington,

Kentucky is part of the preserving of a cultural and community resource. The art-deco, institutional brick and concrete structure is structurally sound. Due to the historic nature of the building, the exterior will be unchanged and all interior renovations will comply with regulations as they apply to historic structures. The interior will be redesigned to house two and three bedroom living units. There is 9,463 square feet of community space utilized as program offices, a computer/media lab and multipurpose/classroom space, and a community auditorium. A day care and commercial grade children’s playground shall be located on site as well. The new construction portion of the project consists of one building that will house twenty two-bedroom units. Construction methods will utilize green building techniques and energy efficient 51 technology as well as comply with applicable building codes and Kentucky Housing Corporation universal design requirements.

The Lincoln Grant School is located at 824 Greenup Street in Covington, Kentucky. It is adjacent to Randolph Park, which currently has a picnic shelter, two basketball courts surrounded by fences with grass growing up through the asphalt, a softball diamond, and a public pool with outdated and poorly functioning bathroom facilities. It has limited parking on the sides and rear of the historic school building, some of which will be utilized to construct the additional new units. Additional parking will be provided as strips of off street parking on different streets surrounding the site to provide parking without creating an out of scale surface lot. The additional units will enhance the park as a community resource as more activity will enhance the safety of what is currently an oppressive atmosphere due to the many high fences surrounding the activity spaces. The site is adjacent to three different churches with strong congregations. The activity around the site on Sunday afternoons for religious services and picnics will be complimented by the activities of the users of the rehabilitated Lincoln Grant School and

Community Center.

Family Scholar House, the partner of Marian Development, LLC sponsoring this program for the Lincoln Grant School, provides homes for participant families; case management for personal growth in areas of parenting, making wise choices, financial decision-making skills in addition to other areas they feel are needed; guidance and knowledge in pursuing their educational needs; and peer support to strengthen their commitment on their way to educational and economic success. These are lofty and worthwhile goals for this historic preservation thesis, as well as the reinstatement of the community identity associated with the former school. The

Lincoln Grant School is situated in the historic working class Licking Riverside Historic District, 52 and it stands as a symbol of the segregation period, as it was the area’s ‘black only’ school, and as a representation of black Kentucky history and heritage for it was a state of the art design in educational facilities for black children. This thesis document and design will contain thorough documentation regarding the historic preservation methods, economic factors and incentives, and the manifestation of the design into a successfully renovated structure. The additional units will complement and celebrate the subtle art-deco style of the historic building, while being attached in a manner compliant with the Secretary of Interiors Standards. Upon rehabilitation of the historic structure, the community, neighborhood, and city will have restored and revitalized a monument to its past operating in the present while creating its future. Reconstituting this cultural identity can be an economic driver of the area. The greatest significance may be of the effect on the community and users of the rehabilitated structure. The rehabilitated theater will provide a place for the community to gather for arts, meetings and entertainment with a unique identity and aesthetic, while additional facilities such as a modern gymnasium for hosting competitive basketball tournaments, a modern swimming facility, and additional community and educational resources will reinforce the cultural and community identity that began with the

Lincoln Grant School.

53

36 CLIENT/CULTURE POSITIONING

The Family Scholar House is a model organization that embodies the ideas, values and relationships essential to the rehabilitation of the Lincoln Grant School. Family Scholar House is the only organization of its kind in the Louisville Metro area, with no similar organization in the

Cincinnati area. They are providing housing for single parents experiencing homelessness and supporting them in obtaining a baccalaureate degree, thereby enabling them to break the cycle of poverty not only for themselves but also for their children. Family Scholar House assists homeless single parents in breaking the cycle of intergenerational poverty through post- secondary education. Families come to them through referrals throughout the area from local

36 Joseph Walton, The Life and Legacy of Lincoln-Grant School Covington, Kentucky 1866-1976 (Milford, OH, Little Miami Publishing Company, 2010), page 162.

54 shelters, community agencies and word of mouth. Family Scholar House’s self-sufficiency model promotes household stability through the attainment of educational goals that provide career-track employment.37 Family Scholar House, in coordination with Marian Development,

LLC have successfully developed many such projects in the Louisville area. Marian

Development, LLC is also currently the developer of the LaSallette Gardens Apartments, a rehabilitation project of an historic school turned elderly housing complex just up the street from the Lincoln Grant School in Covington.

LaSallette Gardens Apartments, watercolor by Adam Wisler

The Lincoln Grant School is situated in the historic working class Licking Riverside

Historic District of Covington. Opened in 1931, the school closed in 1976 and the building continued in use as a community center from 2001 to 2006. It stands as a symbol of the

37 Author Unknown, Stoddard Johnson Scholar House, provided by Marian Development, LLC 55 segregation period, as it was the area’s ‘black only’ school, and as a representation of Black

Kentucky history and heritage for it was a state of the art design in educational facilities for black children.

“The free system of public schools in Kentucky is a relatively recent invention. Unlike the New England states, which established a system of common schools in the early nineteenth century, Kentuckians did not make substantial investment in their schools system until the twentieth century. Prior to that time, there was no coherent statewide organizational structure; instead there were a myriad of tiny self-taxing local districts that operated in relative isolation. For African Americans, the situation was even worse, as numerous counties refused to provide educational opportunities for emancipated blacks in the age of segregation. Until the 1960s, many rural blacks were forced to attend school miles away in the next county. Against this backdrop of segregated facilities and insignificant public investment, Kentucky’s common school system gradually developed.”38

“As stated previously, African Americans frequently had difficulty establishing a school. Since school funds were not forthcoming, the costs could be terribly prohibitive. Among the more significant costs was the actual building plant itself. Assistance with constructing facilities did not come from bond issues or local taxes, but from private donations. In some cases, the local black community was able to raise enough funding and labor to erect a facility. In other cases, a local company would pay for a school building to keep a cheap labor supply in proximity. In Covington in the 1930s, the case involved a local politician who exchanged the promise of an African American high school for votes in the upcoming election. Historically known as the Lincoln Grant High School, the facility was founded for African Americans in Kenton, Boone, and Campbell Counties in 1931.”39

“Because “separate, but equal” was enacted in every facet of southern society, blacks had ample opportunities for employment in professional services to other blacks. Addition- ally, African Americans educators taught black students pride in their history, and became professional role models. So, the effects of the segregated educational system were not uniformly detrimental.”40

38 Rachel Kennedy, Cynthia Johnson, Kentucky Historic School Survey, (Education, Arts & Humanities Cabinet, State of Kentucky, 2002), page 15. 39 Rachel Kennedy, Cynthia Johnson, Kentucky Historic School Survey, (Education, Arts & Humanities Cabinet, State of Kentucky, 2002), page 25.

40 Rachel Kennedy, Cynthia Johnson, Kentucky Historic School Survey, (Education, Arts & Humanities Cabinet, State of Kentucky, 2002), page 26.

56

41

“In January 2000, the National Trust for Historic Preservation identified older school buildings as endangered community as sets, in response to growing public alarm over their rate of demolition, deterioration, and abandonment.”42 Upon rehabilitation of the historic structure,

41 Joseph Walton, The Life and Legacy of Lincoln-Grant School Covington, Kentucky 1866-1976 (Milford, OH, Little Miami Publishing Company, 2010), page 130.

42 Rachel Kennedy, Cynthia Johnson, Kentucky Historic School Survey, (Education, Arts & Humanities Cabinet, State of Kentucky, 2002), page 7. 57 the community, neighborhood, and city will have restored and revitalized a monument to its past operating in the present while creating its future. Reconstituting this cultural identity can be an economic driver of the area. The greatest significance may be of the effect on the community and users of the rehabilitated structure and park facilities. The rehabilitated theater will provide a place for the community to gather for arts, meetings and entertainment with a unique identity and aesthetic. This combination of occupancy and use is a new building type. This typology has been successfully developed by the Family Scholar House, and, Marian Development, LLC in

Louisville.

The City of Covington, Programs & Strategic Projects Division of the Department of

Development, and the Center for Great Neighborhoods are the developmental clients of the park and the eastside residents are the program users.

“The Center for Great Neighborhoods of Covington is a resource to the residents of Covington. The Center’s mission is to help people discover and develop their capacities, gain access to resources, and engage in civic activity that advances the well-being of the entire community. We at the Center are glad to work with partners, such as the City of Covington and the Covington Neighborhood Collaborative, to increase residents’ access to information about the many assets and services that are available in Covington.

The Covington Neighborhood Collaborative (CNC) is a network of 17 of the 18 active neighborhood associations that represents residents throughout Covington. CNC enriches the quality of life in Covington by leveraging resources, helping neighborhoods build and maintain effective organizations, coordinating city-wide projects, and providing a united neighborhood voice on citywide issues. By working with the many resident groups in Covington, the Center for Great Neighborhoods of Covington, and the City, Covington Neighborhood Collaboration continues to make Covington a family friendly place to live.”43

43 Covington Resident Handbook - accessed 20-April-2013, http://www.greatneighborhoods.org/resident_handbook.html 58

The eastside neighborhood is a wonderfully diverse collection of ages and races in comparison of the overall census numbers which would indicate that Covington is 90% white. This park will serve all off of Covington’s residents and will inform, educate, and empower the users about the diversity and the history behind it.

SITE/CONTEXT

Covington, Kentucky’s Historic Preservation Districts

I have been a resident of Covington for four years and live in a renovated 1930’s brick masonry building with commercial use (Tom’s Barber Shop) at the street level and two stories of residential above, one block from the Lincoln Grant School and Randolph Park. At the corner of

Eight and Scott Streets I am in a transitional area of the Licking Riverside National Historic

District bordering on the Downtown Commercial Central Business District, and am right around the corner from the Lincoln-Grant School site. Most of the buildings on my block and adjacent blocks are three story masonry residences with a very diverse population. I have enjoyed the relatively safe streets to walk through, commute down, and find entertainment upon. The

Mainstrasse Village, Central Business District, and Ohio Riverside District at Roebling Point are five-minute walks and have a terrific variety of shopping, dining and entertainment options.

Covington is culturally and environmentally resource rich, with the rivers, institutions and building stock, places of worship, recreation, arts, culture, social institutions, schools, healthcare, dining, entertainment, retail and commercial businesses. A sustainable future for the community has a social component with housing and access to facilities and amenities, an environmental component as a walking and walkable community between work, home, and necessities and 59 amenities, and an economic component with efficient use of land. The neighborhood role in a sustainable plan is that housing is walkable to jobs, amenities, greenspaces and libraries.

Covington’s downtown employment center has 11,000 people coming in every day for work, with good income. Six of ten homebuyers choose walkable neighborhoods, of which Covington is one of the few in the region. The eastside neighborhood is positioned to capture local trends, and the park and community center are vital to the sustainability of the neighborhood.

Covington has a long and rich history of settlement and development that begins when

Kentucky was settled and became the fourteenth state of the union. It sits across from Cincinnati on the south bank of the Ohio River, and was the major port for commerce to and from what was one of the biggest mid-western cities for most of its early development. “The City of Covington was founded in 1815 and was named for General Leonard Covington, an American officer who was killed during the War of 1812. The City’s boundaries originally encompassed 150 acres.”44

The city map from 1877 shows the Roebling Bridge in place, replacing the ferry port that had been one of the few connections between Covington and Cincinnati prior to its completion. This map also shows the rail lines terminating into the Central Business District. Today the rail lines transverse the district creating edges to the Mainstrasse Village, Mutter Gottes, The Central

Business District, and is seen from the Licking Riverside District.

44 Covington Resident Handbook - http://www.greatneighborhoods.org/resident_handbook.html 60

Map of Covington, 187745

45 Plat Map Kenton County Library archives, photo by Adam Wisler 61

“In population, Covington is the largest city in Northern Kentucky with 40,640 residents. Since the 1990s, Covington has experienced a period of significant revitalization. New businesses have made the city an entertainment and tourist attraction. New office towers, hotels, a regional convention center, and county and federal courthouses represent millions of dollars of investments in the riverfront area. Growth has been spurred by a variety of advantages the city enjoys, including tax incentives for businesses, proximity to the airport and regional transportation networks, sweeping riverfront views, historic housing stock, and open land for residential development in South Covington. The urban core is blessed with historic structures in federally designated historic areas in vital and thriving neighborhoods. Covington has 18 neighborhoods ranging in population from several hundred to more than 4,000 residents. Covington is more economically and culturally diverse than surrounding communities. The city has a “small town” flavor, with many long-term residents whose ties to the community are deep- rooted. These (city-community) partnerships provide a strong foundation for efforts to extend the benefits of revitalization to the urban core neighborhoods of Covington — by preserving its unique assets, addressing challenges to improve community health and vitality, and harnessing the energy of citizens.”46

Of the seven Historic Preservation Overlay Zones in Covington, The Mainstasse Village, a German historic district is separated from Mutter Gottes and the Downtown Commercial

Districts by a heavily used heavy rail corridor, which is elevated above the streetscape and penetrated by many pedestrian and vehicular underpasses connecting the districts. The configuration and number of these underpasses creates a relatively contiguous flow of pedestrian and vehicular traffic without significant changes in scale and architectural style. As the downtown commercial district transitions into the Licking Riverside and Ohio Riverside

Districts there is a distinct architectural scale, style and detail difference. The architecture of these two primarily residential districts is stylistically diverse and typically grand in scale. The

Historic Preservation Overlay Map illustrates how these districts attach beneath the rail corridor and along district lines.

46 Covington Resident Handbook - http://www.greatneighborhoods.org/resident_handbook.html 62

Covington Historic PreservationJOHN ROEBLINGOverlay BRG Zones

CLAY WADE BAILEY BRG

KENNEDY ST

RIVERSIDE PL RIVERSIDE DR

SHELBY ST

E 2NDGARRARD ST ST

RAMP EXPY E RIVERCENTER BLVD

W RIVERCENTER BLVD W 2ND ST WASHINGTON ST E 3RD ST

ROEBLING WAY PARK PL

W 3RD ST MAINST E 4TH ST

RAMP

W 4TH ST SANFORD ST

E 5TH ST JOHNSON ST JOHNSON W 5TH ST

CRAIG ST E 6TH ST

W 6TH ST E PIKE ST SANFORD ST E 7TH ST PERSHING AVE ATHEY ST

I75 EXPY CRAIG ST W 7TH ST GREER ST W 7TH ST E 8TH ST

RAMP EXPY MAINST

RAMP EXPY W 8TH ST GREER ST PROSPECT ST W 8THWILLARD ST ST DALTON ST DALTON E 9TH ST

BAKEWELLST W PIKE ST W 9TH ST E 10TH ST GREENUP ST PHILADELPHIAST EMMA ST W 9TH ST W 10TH ST E ROBBINS ST

PERRY ST PERRY W 9TH ST W 10TH ST

WILLOW RUN W ROBBINS ST LYNN ST E 11TH ST YORK ST LYNN ST W ROBBINS ST

JACKSON ST MADISON AVE E 11TH ST FRY ST SCOTT ST BUSH ST BANKLICK ST W 11TH ST BAKER ST BERRY ST KEENE ST TREVOR ST

RUSSELL ST CHESAPEAKE ST GARRARD ST JILLIANS WAY GOETTA PL LEWIS ST BULLOCK AVE Legend

LEHMER ST HOLMAN AVE LEE ST HistoricWOOD ST PreservationE 13TH ST Overlay Zones

Map Created By: Created On: FISK ST DOWNTOWN COMMERCIAL City of Covington, Kentucky 07/08/2009 638 Madison Avenue LICKING RIVERSIDEPLEASANT ST W 11THCovington, ST KY 41011 RAMP EXPY MAINSTRASSE HEWSON ST RAMP EXPY WATKINS ST Community Development Department (859) 292-2163 MUTTER GOTTES W 13TH ST W 12TH ST OHIO RIVERSIDE BYRD ST 0 250 500 750 1,000 W 14TH ST PIKE STREETMARTIN ST ! W 14TH ST SEMINARY SQUARE WATKINS ST

2011-2012 Edition | 39

47

47 Covington Resident Handbook - accessed 20-April-2013, 63

48

The City of Covington has followed in the nation’s traditions and guidelines for historic preservation, based on the National Historic Preservation Act of 1966, in creating the city’s

Historic Preservation Overlay Zones within the zoning ordinance. “A Historic Preservation

Overlay (HPO) Zone is defined by the City of Covington’s Zoning Ordinance as an area intended to preserve structures, buildings, appurtenances, and places that are of basic and vital importance for the development of the culture, because of their association with history; because of their unique architectural style and scale, including color, proportions, form, and architectural http://www.greatneighborhoods.org/resident_handbook.html 48 Author Unknown, 824 Greenup Street, www.linkgis.org, accessed 20-April-2013, http://www.linkgis.org/linkgisviewer/. 64 details; or because of their being a part of or related to a square, park, or area of cultural, historical, or architectural importance to the city. Covington currently has seven Historic

Preservation Overlay Zones. Not to be confused with National Register Historic Districts, of which Covington has sixteen along with numerous individual listings, the Historic Preservation

Overlay Zones are adopted by ordinance by City Commission and include legal enforcement of compliance with the Historic Covington Design Guidelines that are specific to historic properties.”49

When the National Register created the historic district concepts, it recognized that context, adjacent buildings, as well as individual buildings are all part of a broader historical fabric, and Covington, in its historic districts, has a complex tapestry of historic content.

“Covington’s historic buildings, monuments, neighborhoods, public squares and landscapes help in defining our community. These landmarks in our community connect us to our shared heritage and geographically define our public places. They remind us of what previous generations of

Covington residents have built and accomplished while inspiring us to continue the work of creating good places in our city for ourselves and for future generations. Rehabilitating and restoring an old building or house is an exciting challenge. Covington is filled with these historic buildings scattered throughout its 16 National Register Historic Districts. Covington also has several individually listed buildings on the National Register, along with 2 National Historic

Landmarks; the Roebling Suspension Bridge, and the Daniel Carter Beard house. The City of

Covington is second only to Louisville in the number of buildings and sites listed on the National

Register of Historic Places in Kentucky.” 50

49 City of Covington Community Development Department http://www.makecovingtonhome.com/program- and-incentives/historic-preservation/historic-preservation-overlay-zones/ online 50 City of Covington Community Development Department 65

Daniel Carter Beard House – photo by Adam Wisler

Roebling Bridge - photo by Adam Wisler

http://www.makecovingtonhome.com/program-and-incentives/historic-preservation/national-register-tax- credits-and-resources/ online 66

The Ohio Riverside and Licking Riverside Districts are separated by Covington’s Fourth

Street, which is an arterial connector to Downtown Covington from Newport, across the Licking

River. Although it is a heavily used street, it is not a significant architectural barrier from one district to the next. These districts are bounded on the east by the Licking River, which Newport,

Kentucky is on the eastern shore of. This navigable river carries commercial traffic as well as modest recreational boating, and is not adorned by the architecture of these districts. The river is contained by a levee beyond which the neighborhoods are protected visually and physically.

Licking River looking south - photo by Adam Wisler The Licking Riverside District is abundant with three story masonry buildings, some shotgun scaled, in many styles ranging from Georgian, Federal, and Greek Revival. The canopied streets are quiet and cerebral, with most residential parking along the streets, although, there are some brick paved alleys serving the residences also. 67

Garrard Street looking north - photo by Adam Wisler Contemporary redevelopment has responded well to the historic context within the

Licking Riverside District. Many homes have been adapted for professional offices with little deviation from their historic styles. New development has been done in very appropriate types of attached condominium units of materials, scale and details evoking the greater context of the district.

Shotgun scale historic houses - photo by Adam Wisler 68

Contemporary Development - photo by Adam Wisler

The Central Business District (CBD) (referred to as ‘Downtown Commercial’ on the referenced map) has many of the same styles of architecture as the Licking and Ohio Riverside

Districts but is commercial in scale. There is a mesh of styles side by side, except where there has been a demolition turned into an occasional parking lot, and some contemporary additions.

The CBD responds to the transverse rail lines by providing pedestrian circulation through them to access the Pike Street District, and the Mainstrasse District through the Mutter Gottes District.

These through ways define a distinct transition from the commercial district to what are a combination of retail and primarily residential districts. The architecture responds in scale and density going from attached commercial structures filling the city blocks in the CBD, to storefronts fading into detached residential housing similar to the Licking Riverside scale of development, with detached multi-story residential buildings.

These adjacent historic districts will all share the amenities of a rehabilitated Lincoln 69

Grant School and Randolph Park, which will galvanize community identity through its power of meaning and sense of place. The Licking Riverside Greenway is the sustainable connection to the outlying communities south of Covington. The current trail terminates at the river side of the levy at the park, and, once coordinated with and brought into the park, will be an opportunity for fitness, recreation, and wildlife and nature education not available in an inner city park.

Covington is resource rich with arts, cultural and educational institutions, social, racial and economic diversity, history and building stock, parks, places of worship, recreational sites, and retail and commercial vitality. A sustainable future for Covington has three components to it.

The social component contains adequate housing and facilities such as a rehabilitated Randolph

Park. The environmental component is not just abundant natural resources such as the riverfronts, but also manifest in walkability and the ability to utilize the city with the necessity of a vehicle. The economic component is embodied in the efficient use of land, emphasizing density and planned and utilized open spaces. Neighborhoods like the Eastside play a tremendous role in a sustainable plan and community by providing housing, employment, amenities, green spaces, libraries, churches, retail, restaurants and entertainment that are accessible with the use of a vehicle. The eastside neighborhood and Randolph Park are situated to be the centerpieces of the sustainable plan for Covington. 70

RIVERSIDE

CLAY WADE BAILEY

KENNEDY SHELBY RIVERSIDE JOHN ROEBLING

2ND

WASHINGTON

HIGHWAY

GARRARD

TRANSIT 3RD RIVERCENTER COURT 2ND SANFORD

MAIN PARK 4TH WRIGHT 3RD

TOBACCO

WESTERN RAMP

BAKEWELL

ELECTRIC

ZIEGLERS SANFORD JOHNSON

COVINGTON RAMP

MONTGOMERY GREENUP

6TH 5TH

CRAIG

6TH PIKE

WASHINGTON

7TH SANFORD ATHEY PERSHING PERSHING

MAIN HARVEY

GREER 7TH 7TH CRAIG

8TH

DALTON CENTER 9TH 8TH PARK 8TH WILLARD PHILADELPHIA 8TH GREER

CHESAPEAKE 10TH

CRESCENT

PERRY PROSPECT LOCKWOOD 9TH EMMA

BAKEWELL

HOLMAN

DEVOU 10TH

WHEELER PIKE PHILADELPHIA LYNN

YORK WILLOW LYNN RAMP ROBBINS 11TH DICKIE BEAL FRY BANKLICK BUSH JACKSON LEE 11TH BERRY 9TH LOCUST KEENE 12TH BAKER

MAIN TREVOR 11TH WORTH ORCHARD GOETTA 13TH CHERRY CHESAPEAKE LEHMER QUARRY LEONARD

MARYLAND WOOD PLEASANT JILLIANS RUSSELL LEWIS BULLOCK

FISK

MONTAGUE 11TH

MAIN WATKINS KENDALL

WHEELER

HEWSON 13TH 14TH BYRD

CHESAPEAKE MARTIN NEAVE KAVANAUGH WATKINS 14TH WHEELER

HERMES

SOUTHGATE 15TH

PRAGUE NEAVE

14TH LINDEN GROVE 15TH OLIVER HINDE PATTON PATTON PATTON

LLINS

MORTON NANCY PATTON

CO MONTEREY

ST CLAIR KELLOGG 16TH 16TH

RAMP MAY WOODBURN

DIXIE RAMP LINDEN 17TH

SCOTT

MARYLAND

15TH THOMAS GLENWAY 16TH 17TH ANNS BOONE 17TH MAY

17TH LAWN 33RD EDGECLIFF 19TH MOUNT ALLEN MONROE 18TH

ROGERS

EUCLID

DENVER

I75 DELMAR 34TH SHALER 19TH 18TH 19TH DELMAR 35TH 20TH

PEARL

EASTERN

SCENIC GARRARD IRISHROSE 20TH EXTER

PINE

19TH MACKOY

HAWTHORNE 20TH OAKLAND 21 ST JEFFERSON POLICE MEMORIAL AUGUSTINE CECELIA

CAROLINE MARYLAND DURRETT GLENWAY DURRETT DURRETT

ARLINGTON DECOURSEY 20TH FAR HILLS CEDAR RIDGE HOWELL DONALDSON WALLACE 36TH RUSSELL

MADISON

HEIDEL 21 ST GREENUP

FRANKLIN STERRETT 22ND INEZ

CHURCH

21 ST ELBERTA

POINTE BENTON RAYS SOUTHERN 22ND 24TH 24TH BUSSE

CENTER CATALPA HIGHLAND 23RD

HERMAN

TIBBATTS 24TH DECOURSEY HOLMESDALE WARREN CASTLE CT WINSTON 25TH BENTON WOOD

WIDEVIEW

38TH LEVASSOR

GENEVIEVE 38TH EMERY GRE

ENUP LOCKE 25TH 26TH ADAMS ± Legend NATIONAL REGISTER National Historic Districts Linden Grove Cemetery Austinburg Main Strasse Downtown Commercial Mutter Gottes HISTORIC DISTRICTS Emery-Price Ohio Riverside Helentown Ritte's Corner Holy Cross Seminary Square Lee-Holman Wallace Woods Lewisburg West Fifteenth Street 0 200 400 800 Feet Licking Riverside Railroads August 22, 2005

NORTH HISTORIC DISTRICT MAP 51

Site location amongst National Historic Districts

51 Author Unknown, National Register Historic Districts, www.covingtonky.gov, accessed 20-April-2013, http://www.linkgis.org/linkgisviewer/. 71

Randolph Park and the Lincoln-Grant School Site

The Lincoln-Grant School is located at 824 Greenup Street in Covington, between 8th and

9th Streets, on the southern edge of the Licking Riverside Historic District adjacent to the Ohio

Riverside and Central Business District. To the north and east of the existing historic school building at the corner of Greenup and 8th Streets is Randolph Park. This site was an industrial site with residences along Greenup Street prior to being cleared for the construction of the Lincoln

Grant School and its grounds, which became Randolph Park. It continues to be bounded by single-family residences, churches and a few historic multi-family structures across Greenup

Street. There are some vacant lots near the site, which are great opportunities for infill and improved density. One block further south is a new Hope VI development, which will be bringing 200 new residents to the area, park, and community.

CHURCHES Randolph Park_Cultural Landmark Buildings RIVERSIDE ST RIVERSIDE DR

E RIVERCENTER BLVD SHELBY ST E 2ND ST LIBRARY W RIVERCENTER BLVD

KENNEDYST TRANSIT CTR GATEWAY COMMUNITY COLLEGE SANFORDALY

E 3RD ST GARRARDST ROEBLING WAY

PARK PL

W 4TH ST E 4TH ST

BAKER HUNT HOUSE JOHNSON ST

ZIEGLERS WAY TOBACCO ALY W 5TH ST

U.S. POST OFFICE E 5TH ST

ELECTRICALY

CRAIGST MONTGOMERY ST LINCOLN GRANT SCHOOL - RANDOLPH PARK W 6TH ST E 6TH ST SANFORDST E 6TH ST E PIKE ST ATHEY ST

W PIKE ST CRAIG ST W 7TH ST E 7TH ST NEW HOPE VI DEVELOPMENT

CARNEGIE THEATER W 8TH ST E 8TH ST SANFORDST

W 9TH ST W 9TH ST E 9TH ST GREENUP ST COVINGTON LATIN SCHOOL Legend Randolph Park, Total 6.25 acres Gateway Technical College W 10TH ST W 10TH ST E 10TH ST PROSPECT ST Hope VI- Jacob Price

Covington Latin CHESAPEAKEST Carnegie W ROBBINS ST E ROBBINS ST VFW Building NORTH Library Baker Hunt LYNN ST BERRY ST

ENCLOSURECULTURAL MAP DIAGRAM SCOTT ST

Map Created By: W 11TH ST Created On: MADISONAVE E 11TH ST City of Covington, Kentucky 10/15/2012 1"=NO SCALE40'-0" 0 20' 40' 638 Madison Avenue Covington, KY 41011

BANKLICKST BUSH ST GRAPHIC SCALE Community Development Department (859) 292-2163 Feet

0125 250RUSSELLST 500 750 1,000

WHEELERST The preceding information is derived from LinkGIS, a Northern E 12TH ST/MARTIN LUTHER KING JR BLVD Kentucky Area Planning Commision System. Information contained ¯HOLMANST on this map is sensitive date of map creation. This map is intended for PLANNING PURPOSES ONLY. TREVOR ST WOODST 52 Cultural and Historic Structures near Randolph Park

52 Author Unknown, National Register Historic Districts, www.covingtonky.gov, accessed 20-April-2013, 72

53

54

53 Joseph Walton, The Life and Legacy of Lincoln-Grant School Covington, Kentucky 1866-1976 (Milford, OH, Little Miami Publishing Company, 2010), page 159. 73

Sanborn Map 190955

54 Joseph Walton, The Life and Legacy of Lincoln-Grant School Covington, Kentucky 1866-1976 (Milford, OH, Little Miami Publishing Company, 2010), page 159. 55 Author Unknown, Covington, www.sanborn.umi.com, accessed 09-October-2013, http://sanborn.umi.com/ky/3152/dateid-000004.htm?CCSI=2933n 74

Upon the closing of the Lincoln Grant School in 1976, the school grounds were turned over to the City of Covington and commissioned as a public park. This park has endured as the symbol of community identity as the school building sat empty.

African American physician and community leader. James E. Randolph was born on January 17, 1888 in Frankfort, Pike County, Missouri. He was the grandson of a slave. Randolph attended Lincoln University at Jefferson City, Missouri and earned his medical degree at Meharry College in Nashville, Tennessee in 1917. He then began practicing in Shelbyville, Tennessee, where he met his first wife, Sarah. Sarah Randolph died on January 21, 1959 in Covington, Kentucky. She was 60 years of age. He later married Loretta Spencer of Frankfort, Kentucky. Loretta Spencer Randolph died in 1975. In 1922, Dr. Randolph moved to Covington. He immediately established his practice 1039 Greenup Street. In 1950, he moved the practice to 1002 Greenup. He was the first African American physician to be on the staff of St. Elizabeth Hospital in Covington and the first African American physician to be a member of the Campbell-Kenton Medical Society. A large percentage of the African American babies born in Covington between 1922 and 1958 were delivered by Dr. Randolph. Dr. James E. Randolph received several honors in recognition of his work in the community. In 1976, La Salette Academy awarded the doctor with a gold medal for his service to the community in the field of science. The City of Covington also named a park in the Eastside Neighborhood in honor of Dr. Randolph in 1975. In 1997, he was posthumously inducted into the Northern Kentucky Leadership Hall of Fame. Dr. Randolph was an active member of St. James A.M.E. Church in Covington. He also served as President of the Kentucky A.M.E. Organizations of Lay Members. Dr. James E. Randolph died on May 23, 1981 at the Baptist Convalescent Center in Newport, Kentucky. He was survived by a sister, three nieces and three great- nieces. Funeral services were conducted at St. James A.M.E. Church in Covington with burial at the Mary Smith Cemetery in Elsmere, Kentucky. Local History Files, Kenton County Public Library; Kentucky Post, February 15, 1973, p. 11 and April 29, 1997, p. 3K; Alvin C. Poweleit M.D. and James A. Schroer M.D., A Medical History of Campbell and Kenton Counties, p. 88; Alvin C. Poweleit M.D., Bicentennial of Physicians of Northern Kentucky (1977), p. 95.56

56 Author Unknown, Kenton County Library, www.kentonlibrary.org, accessed 05-October-2013, http://www.kentonlibrary.org/genealogy/bios/detail.cfm?recordID=50 75

Dr. James E. Randolph 57 In 2001 a non-profit group operated the school building as a community center that provided community gathering and activities but failed economically in 2006. The community has been without a cohesive place to meet and gather, and recreate ever since. Although the park still exists, its facilities are in disrepair and are indicative of the fragmentation experienced at the park. The pool is open every summer, but without adequate bathroom and changing facilities.

The basketball courts are broken and uneven, and are caged in by chain-link fences continuing the fragmentation. Other fences are around the pool and softball/soccer field furthering the separation of space and community. The one ‘open’ space, which is not fenced around, is the

57 Author Unknown, Kenton County Library, www.kentonlibrary.org, accessed 05-October-2013, http://www.kentonlibrary.org/genealogy/bios/detail.cfm?recordID=50 76 picnic shelter on the southeast side of the park. It is adjacent to the levy mound and, although limited in covered space and amenities, it is in constant use.

THE PHYSICAL SITE

The entire site is bounded by the levy to the east which rises nearly twenty vertical feet from its base to crest, and then descends over forty vertical feet to the average rivers edge.

Although an obstacle to visual and physical access to the river, the verticality of the levy is an opportunity to promote and capture views of the park and its spaces, and the skyline of downtown Cincinnati to the north. The levy at Randolph Park is the starting and end point of the

Licking River Greenway and Trails. The greenway includes 5 miles multipurpose trails, nature trails, paved trails and water trails linking four cities, Covington, Taylor Mill, Newport and

Wilder. Activities and environmental steward ship is being sponsored along the greenway with

Habitat Restoration, Riverbank Stabilization and Connections to neighborhoods and networks.

This greenway will ascend the levy on the southeast side, and then descend into the park on the northwest side of the levy. Interaction with this trail is a powerful opportunity for the park and community. This greenway is an opportunity for education and experience with wildlife, plants, and exercise. It is a link from this great place with a great story to a larger network.

The northeast corner of the site is the only part of the site with trees and a shade canopy.

It is the entrance to the site from the north and west, but is hardly distinguishable as an entrance.

Only small signage and information are scattered around this corner of Eighth and Greenup

Streets and there is no indication of arrival, place, or story. The trees and their canopy are an asset to be preserved through coordination with other paths, new structures, lighting and signage. 77

This is the first entry point to the park for many users, and it is an opportunity to inform them of the great place with a great story they are enjoying.

SITE FORCES DIAGRAM NORTH 1"= 40'-0" 0 20' 40'

GRAPHIC SCALE

Site analysis diagram indicating permanent structures (gray),

fences (dashed), and entry and gathering nodes (blue circles)

The existing pool is centered on the northern edge of the site and bounded in fences and the inadequate existing bathroom structures. The facility is uninviting and unpleasant, but yet is heavily used. Just to the east of this structure is another fence bounding the softball and soccer fields. These fences create canyons of fenced paths that are not pleasant to navigate. These spaces seem brutal and dangerous. Just to the south of the pool structure is a paved area of no apparent use and another fenced in amenity, the basketball courts. These courts are heavily used 78 despite their condition. Another canyon like fenced path exists between the courts and the ball fields.

ROOF (VARIES) 147'-11" THIRD FLOOR CEILING 140"

A A A A A A A A A A A A 12'-8"

THIRD FLOOR 135'-3" A A SECOND FLOOR CEILING 140"

A A A A A A A A A A A A 12'-8"

SECOND FLOOR 122'-7" A A FIRST FLOOR CEILING 140"

A A A A A A A A A A A A 12'-8"

FIRST FLOOR 109'-11" BASEMENT CEILING 107" B B B B B B B B B B B B 9'-11"

BASEMENT FLOOR 100'-0"

SITE SECTIONS NORTH 1"= 40'-0" 0 20' 40'

GRAPHIC SCALE

Site Sections showing relationships of buildings, fences and levy 79

LICKING RIVER 8TH STREET SANFORD STREET GARRARD STREET

POOL

PLAYGROUND

SARATOGA STREET RANDOLPH PARK

LINCOLN GRANT SCHOOL BASKETBALL SOFTBALL

LEVY GREENUP STREET GREENUP

9TH STREET

PROSPECT STREET

PICNIC

10TH STREET

GARDEN

NORTH EXISTING SITE DIAGRAM 1"= 80'-0" 0 40' 80'

GRAPHIC SCALE

EXISTING PEDESTRIAN ROUTES, TYP.

NORTH CIRCULATION DIAGRAM 1"= 80'-0" 0 40' 80' GRAPHIC SCALE Site analysis showing pedestrian and vehicular circulation

80

NORTHNORTH SHADING ELEMENT DIAGRAM 1"= 80'-0" 0 40' 80'

GRAPHIC SCALE

EXISTING POOL ENCLOSURE

CHAIN LINK FENCE ENCLOSURE, TYP. EXISTING SOFTBALL EXISTING SCHOOL ENCLOSURE YARD ENCLOSURE

EXISTING BASKETBALL ENCLOSURE

NORTH ENCLOSURE DIAGRAM 1"= 40'-0" 0 20' 40' GRAPHIC SCALE Site analysis showing shade and enclosures

81

Environmental Data

The following environmental data generates a design response that reacts to and with the existing site and climatological conditions. This data informs the rehabilitation of the historic

Lincoln Grant School building as well as the spatial and structural composition of Randolph

Park.

58

This sun path diagram informs the three-dimensional forms and façade exposures, allowing the inductance of light and direct solar gain in the winter months and resisting too much solar gain in the summer.

58 Author Unknown, www.oregon.edu, accessed 20-April-2013, http://www.oregon.edu.

82

83

84

This site location typically provides a comfort zone experience for the summer months from May through September with the possibility of supplemental cooling being required.

Supplemental heating will be required to maintain that comfort in the other months. 85

86

87

Direct solar radiation is available on the site with moderately covered sky throughout the year. The microclimate analysis has determined that there is more direct radiation and less cloud cover than this data provided by Climate consultant.

There is a mild and consistent wind through the site. Architectural and other man made barriers such as the levy contribute to a relatively stable air mass on the site. There is enough air movement for natural ventilation, yet, no extreme winds to protect from. 88

89

90

91

Humidity is not a major concern at this site. This moderate climate is not excessively humid on a regular basis and therefore natural ventilation is a powerful alternative to conditioned air and should be considered in the public spaces and structures.

92

93

Graphics generated by Climate Consultant

PROGRAM AND EXPERIENTIAL WALK-THRU

EXISTING HISTORIC BUILDING ADAPTIVE RE-USE PROGRAM

The Lincoln Scholar House will house activities including: Family Living, apartments;

Theater and musical performances; Community meetings and gatherings; Computer education;

Fitness center, Childcare library, Parking area; Visibility to building Drop off area(s); cars, busses; Entrance plaza; views; Lobby; building orientation; Exhibits (multi-zoned; separate content program); Curatorial facility; equipment; Media equipment; Mechanical equipment; 94

Staff offices; Public meetings, education, training Shop; Rest rooms; Outdoor gathering space on green roof.

The Lincoln Scholar House, when completed, the renovated structure will feature:

THIRD FLOOR: (1) two bedroom 1306 sf unit, (1) two bedroom 1306 sf unit, (3) 958 sf units,

(2) 810 sf units; PLUS an Family Fitness Center 650 sf, and an Study Center and Children’s

Library at 650 sf.

SECOND FLOOR: (1) two bedroom 1306 sf unit, (1) two bedroom 1306 sf unit, (2) 958 sf units,

(2) 810 sf units; PLUS an Academic Services Center Office 650 sf, and an Educational Resource

Center and Computer Lab at 650 sf. The second floor also contains the 680 sf Auditorium

Balcony that will accommodate larger performances. The 2,928sf green-roof is accessed from the second floor.

MAIN FLOOR: (3) two bedroom 1304 sf units, (1) two-bedroom 1,011 sf apartment; (2) three- bedroom 1,464 sf apartments; The main floor also contains the existing 3068 sf auditorium which will be used for community and educational events. The 266 sf community facility management offices are located adjacent to the lobby/entry space and will control the historic main entry.

BASEMENT FLOOR: (3) two bedroom 1304 sf units, (1) two-bedroom 1,011 sf apartment; (2) three-bedroom 1,464 sf apartments;

Unit Specifications: Construction methods will utilize green building techniques and energy efficient technology as well as comply with applicable building codes and Kentucky Housing 95

Corporation universal design requirements. Most units will have two full bathrooms, and all units will have a laundry room.

NEW SCHOLAR HOUSE CONSTRUCTION

A new, adjacent, three story 28,449 sq. ft. building will also be constructed on the site with open stairs and exterior circulation, providing an additional 20 two-bedroom apartments averaging 1000 sf. Construction methods will utilize green building techniques and energy efficient technology as well as comply with applicable building codes and Kentucky Housing

Corporation universal design requirements. All of the Lincoln Scholar House residential units will have access to the facility through a gated card entry system located in the courtyard between the new and existing building.

NEW COMMUNITY RECREATION CENTER AT RANDOLPH PARK

Adjacent to the new Scholar House structure a Community Recreation Center building will feature a gymnasium, suitable for youth league tournament competitions with full basketball court and seating. Also included in this additional facility shall be a recreational and competitive pool with outdoor exposure, supported by locker rooms. The project will also include a commercial grade children's playground with a children's garden, a picnic shelter plus picnic benches, a skate park, and commercial trashcans and commercial grills. The existing softball field shall be maintained, and existing basketball courts and pool shall be rehabilitated or replaced.

96

COMMUNITY CENTER GROUND FLOOR:

Full sized basketball court with (2) half courts and bleachers – 7500 sf

Locker Rooms with toilets and showers – 2000 sf -adjacent to gymnasium and pools

Three Lane Pool – 3500 sf

Concessions – 200 sf

Commercial Kitchen – 200 sf

(2) Multi-Purpose Rooms @ 750 sf – 1500 sf

(2) Restrooms @ 100 sf – 200 sf

(1) Offices – 300 sf

(1) Mechanical and Support – 2500 sf

EXTERIOR AMMENITIES

Exterior Pool - 3500 sf

Exterior Splash Park – 1500 sf

(3) Picnic Shelters @ (750) – 2250 sf

Shelter w/ stage – 1500 sf

Playground – 2500 sf 97

Public Restrooms – 400 sf

Full sized basketball court with (2) half courts – 7500 sf

Skate Park – tbd

Educational follies - tbd

Parking – tbd

MULTI-PUPOSE ROOM

INDOOR POOL MULTI-PUPOSE ROOM

MULTI-PUPOSE GYMNASIUM ROOM

MULTI-PUPOSE EXERCISE ROOM KITCHEN/ DINING LOCKER ROOMS

EAST PARK COMMUNITY CENTER PROGRAM DIAGRAM

98

The preceding diagram is a programmatic analysis of the East Park Community Center in

Nashville, Tennessee. It is a programmatic template for the Randolph Park Community Center in scale and organization. There is a corner entry that creates two wings of activity. To the right is the social/educational wing for activities in multipurpose rooms. Central in the program are offices and kitchen/dining facilities. To the left are the major athletic and recreation spaces such as the exercise room, gymnasium, and indoor pool which access smaller locker type bathing facilities on each side.

The City of Covington has earmarked $500,000 for the initial redevelopment of the park.

At community meetings and an AIA sustainable cities workshop in Covington, the priority for the attendees of the workshops, pastors representing their congregations, community activists, residents and design professionals, was the continuous operation of the public pool with upgraded bathroom and changing facilities. The program for the community center can be divided into two phases as shown in the following diagrams. Phase I would demolish the existing and dilapidated restrooms, and install new and permanent locker rooms that would serve the future Community Center expansion. It would also include a concessions stand that would incorporate into the future completed facility as part of a commercial kitchen. Phase I would retain and maintenance the existing pool in place. Phase II would build out the entire program, replacing the pool with a modern athletic indoor pool and a new outdoor pool and splash area as well as the other programmatic requirements. 99

EXISTING OUTDOOR POOL

LOCKER ROOMS CONCESSIONS

ENTRY- OFFICE GYMNASIUM RANDOLPH PARK COMMUNITY CENTER PHASE ONE PROGRAM DIAGRAM

MULTI- PUPOSE MULTI- LOCKER ROOM PUPOSE ROOMS ROOM INDOOR POOL

KITCHEN/ LOCKER DINING ROOMS

ENTRY- OFFICE NEW OUTDOOR POOL GYMNASIUM

RANDOLPH PARK COMMUNITY CENTER COMPLETE PROGRAM DIAGRAM

100

The following diagrams are site and program explorations developing, enhancing or maintaining pedestrian routes from the courtyard of the Scholar House Buildings, the diagonal pedestrian flow from the northwest corner of the site on Greenup Street, to the Greenway trail coming over the levy to the southeast, as well as a pedestrian linkage to the Licking Riverside

Neighborhood to the north. These site access locations and nodes are an opportunity to locate and identify to, the user of the site, and to provide meaningful site history and education. In all scenarios the skate park and outdoor basketball courts have been located on the southeast end of the park, which supports more open space heavy activities.

PROGRAM DIAGRAM NORTH 1"= 40'-0" 0 20' 40'

GRAPHIC SCALE

Site Program Diagram leaving ball field in tact 101

PROGRAM DIAGRAM NORTH 1"= 40'-0" 0 20' 40'

GRAPHIC SCALE

Site Program Diagram with reduced ball field creating flow around the site

PROGRAM DIAGRAM NORTH 1"= 40'-0" 0 20' 40'

GRAPHIC SCALE

Site Program Diagram with elongated Community Center Program 102

PROGRAM DIAGRAM NORTH 1"= 40'-0" 0 20' 40'

GRAPHIC SCALE

Site Program Diagram with Gymnasium on the east

Bibliography: Alvarez, Rafael, “Fond memories of a harsh era 'Sacred' sites: Many blacks are nostalgic for the segregated Druid Hill Park of years gone by, and the plan to renew the park will include a memorial to that era,” The Baltimore Sun (Baltimore, MD), Apr. 13, 1996. Author Unknown, 824 Greenup Street, www.linkgis.org, accessed 19-February-2013, http://www.linkgis.org/linkgisviewer/. Author Unknown, Covington Resident Handbook , www.greatneighborhoods.org, accessed 19- February-2013, http://www.greatneighborhoods.org/resident_handbook.html Author Unknown, City of Covington Community Development Department, www.makecovingtonhome.com, accessed 19-Februy-2013, http://www.makecovingtonhome.com/program-and-incentives/historic- preservation/historic-preservation-overlay-zones/ online Author Unknown. Russell School Community Service Center. rebarch.com, accessed 12- February-2013, http://rebarch.com/projects/renovation-historic/russell-school- community-service-center. 103

Author Unknown. Historic Preservation: Curatorial Management of the Built World, books.google.com, accessed 18-february-2013, http://books.google.com/books/about/Historic_Preservation.html?id=NaVIT655HagC. Author Unknown. Stoddard Johnson House. Marian Development, LLC. Author Unknown. Parkland Scholar House. Marian Development, LLC. Byard, Paul. The Architecture of Additions: Design and Regulation. New York, NY: W.W. Norton and Company, 1998. Bock, Gordon. “Books for Thought,” Old House Journal, July-August 1998.

Carroon, Jean. Sustainable Preservation: Greening Existing Buildings. Hoboken, NY: John Wiley and Sons, Inc., 2010.

Filler, Martin. “New York Times Book Review”, nytimes.com, accessed 03-February-2013, http://www.nytimes.com/books/98/12/06/reviews/981206.06architt.html

Fitch, James. Historic Preservation: Curatorial Management of the Built World, Charlottesville, VA: The University of Virginia Press, 1990.

Johnson, Cynthia, Kennedy, Rachel. Kentucky Historic School Survey. Education, Arts & Humanities Cabinet, State of Kentucky, 2002.

Robbins, Ashley. Book Feature: Historic Preservation Technology, aia.org, accessed 18- February-2013.

Tilman, Jeff. “Cultural Resource Management Tools.” Lecture: Techniques of Historic Preservation, Cincinnati, OH September 7th, 2012.

Tyler, Norman. Historic Preservation. New York, NY: W.W. Norton and Company, 2009.

Walton, Joseph. The Life and Legacy of Lincoln-Grant School Covington, Kentucky 1866-1976. Milford, OH, Little Miami Publishing Company, 2010.

Young, Robert. Historic Preservation Technology. Hoboken, NJ: John Wiley & Sons, 2008.