BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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to be provided. In contrast to Mack where a sizable community facility is not used to its full extent, the Bryant Neighborhood Steering Committee had to lease one of the empty houses in the neighbourhood to accommodate offices and social services. The school does not provide enough space to accommodate these functions. Another difference is a supporting grant of $15 000 from the city to pay for a Bryant community co-ordinator, a youth worker, consultants, space, supplies and equipment. f) Examples of Further Developments i) Teaching - Learning Communities 174. An interesting and inexpensive model of enriching the schools' human resources is a city-wide program which originated six years ago and is known as the Retired Senior Volunteer Program, successfully re-organised and broadened during the past two years. Now called Teaching-Learning Communities, it links senior citizens' experiences and pupils' needs in the field of arts and crafts. Ann Arbor, as a university city, chronically short of grandparents, calls its senior citizens involved in this program,"grandpersons", and has set up 246 projects involving 150 grandpersons in 8 schools. About 100 students per week are served by this program in which one actually has a hard time distinguishing who is serving whom. Does the grandperson help the pupil or is it the other way around, or both ways? 175. The program is inexpensive to operate and, therefore, of great interest to other communities. One portion of its funds has been allocated to evaluate, document and determine accurately the differences between schools in their implementation of the teaching-learning communities concept. Such differences do, indeed, exist and are partly due to such variables as the school principal, art teacher, physical plant, and health, age and skills of the grandperson volunteers. ii) Community High School 176. Another example of how old school structures can be used for new programs is the old Fritz Elementary School, built in 1922. With 16 classrooms and about 450 pupils, it served as an elementary school until the late 60's when it was replaced by new facilities in adjacent areas and became a temporary administrative building for the Board of Education and Central Resource Center. In 1973 when new administrative facilities had been built, it was given over to Community High School - CHS (also with about 450 pupils), a "parkway" type school which provides an educational alternative for Ann Arbor's high school population. Dedicated to individualised instruction and the use of community resources as the basis 128
of its curriculum, it also sets an important precedent for Ann Arbor in serving the entire city. Pupils who are successful at Community High are those who function best in a climate of low competition and high studentoriented authority structure. 177. Traditional courses are offered during the regular school day in the Community High School building. Courses at other high schools are also open to the pupils if they want classes which are not offered at. Community High. Through their teachers, pupils are able to overcome difficult scheduling problems. They use the hourly shuttle bus (frequently they also provide their own transportation) to take advantage of educational opportunities across the entire district. "Community High School changes the emphasis of the teacher's role. Teachers teach some specific courses, but also have a major responsibility to help a limited number of students (22) design, pursue and evaluate their own learning activities. This is accomplished in the forum. Its purpose it to: a) assess the educational progress of each student b) foster effective communication c) monitor the development of essential skills d) implement cultural and social activities e) provide a 'home base' in the school for each student f) earn credit toward graduation, amount of credit depends on the project selected by the group g) students choose their own forum teachers."(l) Any pupil within the Ann Arbor School District, in grades 9 through 12, is welcome to apply for admission. The school usually can accommodate all applications. In 1975-76 it served 400 pupils. 50% of the credits are taken in regular classes, 3.0% in the community resources program, less than 10% in other high schools, the rest through testing and independent study with faculty members. The "Community Resource Guide" comprises a vast number of possible courses in arts, business, foreign languages, home economics, industrial arts, language arts, mathematics, music, physical education, science, and social studies. 1) Community High School flyer. 129
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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
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VJl 4> Figure 3 PLAN OF PAUL LAUREN
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came out was what the community wan
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social pressures and economic condi
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Figure 4 TEAM TEACHING ORGANISATION
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ut the ungraded home base system al
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Figure 6 SITE PLAN OF DANA P. WHITM
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however, at the seam between large
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Figure 8 DIAGRAM OF SPACE USAGE FOR
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agencies, but also an office for pa
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71. The author then proceeds to ana
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districts in the United States to t
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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 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: Figure 17 FLOOR PLAN OF BRYANT SCHO
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
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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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