BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

More documents

Recommendations

Info

of school districts in the United States, the schools in Ann Arbor were single self-contained organisational units, without any internal sub-units larger than the classroom. Spaces were generalised and repetitive except for specialised areas such as gymnasia, laboratories and workshops which did not vary from school to school except that some were painted sage green and others cream. The organisation was based on external criteria rather than on individual needs. The new educational concept for Ann Arbour, in contrast, focuses on the needs and talents of pupils, teachers, administrators and parents. Using decentralisation as an inductive process, places and programs for individual pupils are developed in specific local situations. Home bases, learning units, special areas, resource centers, and intermediate transitional areas are the main organisational units (see Figure 14). d) Correlation of the Education Plan and the Physical Master Plan 162. In addition to a fuller realisation of contacts within the Community College, the University and the school system, the following programs have been included in the proposals for co-operation: - adult and community education - career education - arts - language arts - student teaching programs - special education - psychology and counseling - teacher exchange - social science field studies - field work for advanced graduates. Further programs in management, technology, ecology, business methods, finance, the arts, etc. provide opportunities for meeting community needs such as mid-career education, cultural programs, community recreation, etc. ' • • "The role of the school as 'community center' is theoretically similar. It. too can be a home base for adults. By combining an arts center, a library, a recreation center, a social services center, an ecology center, a careers and vocational center including workshops, and a social center where parents and citizens can come to be together, to eat and talk together, to hold meetings on subjects of special concern 118
Figure 14 THE ORGANISATIONAL UNITS IN THE ANN ARBOR EDUCATIONAL CONCEPT The Learning Unit Within the home base there are one or more learnings units, depending on the size and organization of each school... The learning unit has no more resemblance to the traditional class than its size. It may contain a vertical mix of students (age, level of achievement), and certainly should contain a horizontal mix (sex, background, range of .interest). Within his learning unit the individual is serviced in three ways: — the home base; — special central areas; — intermediate transitional areas... Special Central Areas The special central areas are the hub of curriculum. They are technical and specialized places with emphasis on using special facilities and materials, and staffed by faculty with special technical expertise. The areas are thus designed and structured to enable the student to develop in terms of simple pursuits or through a full range of multi-cultural and multi-disciplinary experience... Intermediate Transitional Areas To be effective in the special central areas, the individual has to have basic skills and concepts. These include basic language, communication, reading, and quantitative skills. They depend on an understanding of basic assumptions, principles, concepts, and value formation. The intermediate transitional areas are organised to provide these. The individual develops his skills in a variety of settings: — working alone; — working in dialogue (two students, a student and a counselor); — working with materials and objects; — working in groups; —' articulating to groups. 119 The Home Base Each individual belongs to a home base. The home base is composed of a series of learning units which vary in size and student composition according to subject matter. Within the learning unit the individual student may be on his own, in dialogue, or in a group, depending on needs.
Page 1 and 2:
OECD BUILDING FOR SCHOOL AND COMMUN
Page 3 and 4:
OECD PROGRAMME ON EDUCATIONAL BUILD
Page 5:
PREFACE CONTENTS THE DEVELOPMENT OF
Page 8 and 9:
strictly speaking a case study repo
Page 11 and 12:
INTRODUCTION 1. Change and the deve
Page 13 and 14:
different groups within the communi
Page 15 and 16:
Congress passed the National Defens
Page 17 and 18:
programs continued through the 1940
Page 19 and 20:
36. There are now approximately 1 1
Page 21 and 22:
Secretary of the Department of Heal
Page 23:
53. All of these trends have combin
Page 27 and 28:
INTRODUCTION CONTENT OF STUDY 1. Th
Page 29 and 30:
is available on these projects, thi
Page 31 and 32:
school to widen its uses to include
Page 33 and 34:
In 1935 financial support for commu
Page 35:
GLOSSARY OF TERMS 19. Mainly for th
Page 38 and 39:
the study, depends largely on the a
Page 40 and 41:
to the acceptability of uses. State
Page 42 and 43:
Background Information THE PURPOSE-
Page 44 and 45:
-P- -P- Center a) Dana P. Whitmer H
Page 46 and 47:
4> C^ Table 5 ACHIEVEMENTS AND PROB
Page 48 and 49:
Figure 1 PLAN OF DANA P. WHITMER HU
Page 50 and 51:
Figure 2 PLAN OF THOMAS JEFFERSON J
Page 52 and 53:
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 and 104: Figure 13 ORIGINAL PROPOSAL FOR A M
Page 105 and 106: open warehouse space into highly pe
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: 158. Even though the intention to d
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
Page 155 and 156: 44. Such a design was somewhat exce
Page 157 and 158: assignments, etc.(l) Thus education
Page 159 and 160: 47. The remainder of this paper wil
Page 161 and 162: Part Two CO-ORDINATION OF FACILITIE
Page 163 and 164: 54. The impact on co-ordination was
Page 165 and 166: 59. Turned into a method, it is as
Page 167 and 168: citizens and users have been involv
Page 169 and 170:
j) The planners and architects will
Page 171 and 172:
GAME 1. Developing an Inventory The
Page 173 and 174:
FIRST NEIGHBORHOOD CENTER, GANANDA
Page 175 and 176:
Making Maps 69. Every community and
Page 177 and 178:
Children Making Maps RE-USE OF THE
Page 179 and 180:
ANN ARBOR, MICHIGAN Children and pa
Page 181 and 182:
citizens to walk in off the street
Page 183 and 184:
design. Two young people from the c
Page 185 and 186:
89. Gradually a design for the buil
Page 187 and 188:
and representatives of the communit
Page 189 and 190:
IX. Final Town Meeting. The followi
Page 191 and 192:
III. Third day. Team executes desig
Page 193 and 194:
user/needs are being properly met,
Page 195:
120. Perhaps the most radically new
Page 198 and 199:
125. The reasons for this growing c
Page 200 and 201:
134. But a new building (or even a
show all

BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?