BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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e necessary in the future, the school is still dispersed. Instead of a o total area of 89 000 sq. ft. (8 270 m ) as originally planned, higher construction costs have forced reduction to 68 000 sq. ft. (6 320 m ). Each MIA will have a paved and grassed recreation area. The gymnasium will bo shared by school and community. The Neighborhood Life Center will co-ordinate social delivery services (social work, legal aid and SHOP - the Sand Home Orientation Program - and a health clinic). A public park and recreation spaces connect new housing and educational facilities. 136. Still located within the renovated warehouse which also contains S<strong>AND</strong>'s offices and the artist-in-residence studio, the demonstration MIA is a place full of new ideas and run by the warm interest, awareness and pride of its users. A 100-150 pupil, pre-school to 3rd grade inclusive, selected by lot from the local elementary schools, study in various contiguous spaces. An inside, nature area contains a small patch of earth with corn seed; there is water; and there are goldfish and flowers. In a special kitchen, the preparation of ethnic meals is made possible. Different areas of mathematics, reading, science, drama, and a cafeteria are separated by bookshelves, differences in height (drama area) and movable boards. Colourful pictures and different lighting transform the 104
open warehouse space into highly personal and identifiable areas. Even though Jack Dollard, the first architect, is somewhat disappointed with the use made of flexible shelves and partitions, one gets the impression that the space has indeed been moulded by teachers, parents and children to suit their needs. 137. The educational concept as innovative as the architectural and planning concept, seems to have best survived the eight years since its inception. It is geared to the special needs of the community but also reflects the most progressive stance of the late 60's. In the 1968 working paper the educational system is described as being visible and accessible and providing an opportunity for the full or partial voluntary involvement of everyone. It "creates a teaching-learning plan in an atmosphere that will produce a positive change in children's attitudes toward themselves and toward learning; places a strong emphasis on reading, writing and mathematics; ranks the following skills high in priority: observation comparison classification and categorisation perception of problems intuition and "hunching" hypothesis building and testing extrapolation interpretation appreciation assists children to become independent, responsible, thinking adults; holds that the important thing is not only how much a child knows but how well he utilises what he knows; holds that children tend to learn best those things they feel to be relevant to their own lives and have, in some measure, chosen to learn; holds that it is possible for children to discover the intrinsic satisfaction that comes from successful learning; teaches the child how to learn - not how to be taught - the creation of the self-directed learner."(1) 1) "The Everywhere School", a working paper, S<strong>AND</strong> Corporation, 1968, pages 10-11. 105
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OECD BUILDING FOR SCHOOL AND COMMUN
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OECD PROGRAMME ON EDUCATIONAL BUILD
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PREFACE CONTENTS THE DEVELOPMENT OF
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strictly speaking a case study repo
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INTRODUCTION 1. Change and the deve
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different groups within the communi
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Congress passed the National Defens
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programs continued through the 1940
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36. There are now approximately 1 1
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Secretary of the Department of Heal
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53. All of these trends have combin
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INTRODUCTION CONTENT OF STUDY 1. Th
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is available on these projects, thi
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school to widen its uses to include
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In 1935 financial support for commu
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GLOSSARY OF TERMS 19. Mainly for th
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the study, depends largely on the a
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to the acceptability of uses. State
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Background Information THE PURPOSE-
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-P- -P- Center a) Dana P. Whitmer H
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4> C^ Table 5 ACHIEVEMENTS AND PROB
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Figure 1 PLAN OF DANA P. WHITMER HU
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Figure 2 PLAN OF THOMAS JEFFERSON J
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Figure 3 PLAN OF PAUL LAURENCE DUNB
Page 54 and 55: VJl 4> Figure 3 PLAN OF PAUL LAUREN
Page 56 and 57: came out was what the community wan
Page 58 and 59: social pressures and economic condi
Page 60 and 61: Figure 4 TEAM TEACHING ORGANISATION
Page 62 and 63: ut the ungraded home base system al
Page 64 and 65: Figure 6 SITE PLAN OF DANA P. WHITM
Page 66 and 67: however, at the seam between large
Page 68 and 69: Figure 8 DIAGRAM OF SPACE USAGE FOR
Page 70 and 71: agencies, but also an office for pa
Page 72 and 73: 71. The author then proceeds to ana
Page 74 and 75: districts in the United States to t
Page 76 and 77: the inner city were changed to acco
Page 78 and 79: 86. He organised marathon basketbal
Page 80 and 81: school, (the largest In New Jersey,
Page 83 and 84: Part Two CO-ORDINATION ON A CITY-WI
Page 85 and 86: was conducted, neither of these pla
Page 87 and 88: 30% use empty schools for new purpo
Page 89 and 90: ORGANIC GROWTH OF THE COMMUNITY SCH
Page 91 and 92: "Almost without exception, the vari
Page 93 and 94: supermarket has proved to be an exc
Page 95 and 96: - working at a large enough scale;
Page 97 and 98: 126. The list of projects dedicated
Page 99 and 100: and to specific measurable educatio
Page 101 and 102: ii) Problems and Barriers 133. Desc
Page 103: Figure 13 ORIGINAL PROPOSAL FOR A M
Page 107 and 108: 107 PEB Secretariat
Page 109 and 110: parts of the community. He often co
Page 111 and 112: tion of new teachers; staff develop
Page 113 and 114: iii) produce a detailed planning pr
Page 115 and 116: problems associated with them. None
Page 117 and 118: 158. Even though the intention to d
Page 119 and 120: Figure 14 THE ORGANISATIONAL UNITS
Page 121 and 122: e) Examples of Cases Implemented 16
Page 123 and 124: - and the indoor recreation buildin
Page 125 and 126: Figure 16 FLOOR PLAN OF MACK SCHOOL
Page 127 and 128: Figure 17 FLOOR PLAN OF BRYANT SCHO
Page 129 and 130: of its curriculum, it also sets an
Page 131 and 132: Meeting to select new staff and str
Page 133 and 134: iii) in terms of process: - the pro
Page 135 and 136: BIBLIOGRAPHIC REFERENCES PUBLISHED
Page 137 and 138: Ann Arbor, Michigan CASE STUDY MATE
Page 139 and 140: "How to Get the New Jersey- High Sc
Page 141: Pontiac, Michigan "Whitmer Human Re
Page 145 and 146: INTRODUCTION 1. Co-ordination of sc
Page 147 and 148: student comes out of the educationa
Page 149 and 150: Part One INDICATIONS OF CHANGE Resu
Page 151 and 152: neighborhoods there at all, at leas
Page 153 and 154: HUMAN RESOURCES CENTER, PONTIAC, MI
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44. Such a design was somewhat exce
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assignments, etc.(l) Thus education
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47. The remainder of this paper wil
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Part Two CO-ORDINATION OF FACILITIE
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54. The impact on co-ordination was
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59. Turned into a method, it is as
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citizens and users have been involv
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j) The planners and architects will
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GAME 1. Developing an Inventory The
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FIRST NEIGHBORHOOD CENTER, GANANDA
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Making Maps 69. Every community and
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Children Making Maps RE-USE OF THE
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ANN ARBOR, MICHIGAN Children and pa
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citizens to walk in off the street
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design. Two young people from the c
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89. Gradually a design for the buil
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and representatives of the communit
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IX. Final Town Meeting. The followi
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III. Third day. Team executes desig
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user/needs are being properly met,
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120. Perhaps the most radically new
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125. The reasons for this growing c
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134. But a new building (or even a
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