BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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180. Community High School got started on the premise that in order to provide an educational alternative which enlarges its capacity by the extensive use of community resources, it would only need an empty facility instead of a highly equipped secondary school facility. This assumption had to be revised during the first year when it became clear that a basic, stock of books and media was needed for the proper functioning of the school. On the other hand, it needs very much fewer specialised and highly equipped areas (e.g. for chemistry, physics, biology, arts, etc.) since pupils use laboratories in the University and private workshops; e.g. of local artisans or other agencies. There is, however, a higher demand for meeting rooms and offices for the co-ordination and planning of schedules and courses. An interesting addition is the small creche which serves pupil mothers and fathers as well as the immediate neighbourhood, and is staffed by the pupils themselves in shifts. In terms of providing a relevant economic educational alternative for the future, Community High School seems to surpass any of the models which have been described in this report. The important question which has not been answered yet (as there are only few examples of its kind) is to which extent can it be implemented on a city-wide scale without depleting community resources? Comments 181. Ann Arbor's city-wide process for planning educational facilities in co-ordination with other social services, offers a number of valuable lessons: i) in terms of citizen participation: - in innumerable instances problems or issues arise which have been encountered or worked through in a similar process in another part of the city; therefore, procedures of cross reference should be set up to avoid duplication of efforts as far as possible; methods might include sending delegates from each local planning committee to at least one other committee, monthly meetings of representatives from all local planning processes, distribution of working papers, seminars, and discussions on purposes and aspects of planning; ii) in terms of central administration and consultants: - central administration and local committees should work together to brief consultants on local issues and goals; all three together should set out a timetable and critical path for the entire process with interim target dates; 132
iii) in terms of process: - the process which involves consumers in multi-agency planning and direction should not stop at the achievement of the building; in order to carry it further, new issues and ways for meaningful participation must be found and supported. 182. Although possibilities for comparison are limited, there are some interesting common features and differences in the Hartford and Ann Arbor city-wide models. The differences between the SAND and Mack planning processes explain to some extent their different ways of functioning. Mack never had the- strong neighbourhood organisation in which SAND is built. (in this way SAND is probably more comparable to the Dunbar High School and Community Center in Baltimore which grew out of a similarly strong local citizen group and where citizen participation has now become institutionalised in the sense that supporters and activists in the planning process were given permanent jobs in the center.) In addition, SAND employed local community co-ordinators, architects and consultants on a continuing basis which the Ann Arbor processes did not. The Ann Arbor educational and cost consultants came from San Francisco and Baltimore; the architect/planners came from Pittsburgh; and the community co-ordinator had moved to Ann Arbor from Los Angeles. 183. The facilities aspects in both projects are important. The Everywhere School in SAND and Mack in Ann Arbor began with more decentralised models than they finally provide. Both the educational plan and physical master plan for Ann Arbor were aiming at a decentralised net of educational facilities along a greenbelt. At one stage in the planning process all specialised facilities within a school like Mack were to be clustered in small'buildings along this park and connected by pedestrian and bicycle paths. The urgency of implementing the capital program in Ann Arbor and increased costs precluded this solution. The SAND project, although not yet built, has achieved a decentralised plan. The original intention to build the Everywhere School within the housing projects, however, had to be abandoned for funding reasons, and the school will be built in separate small buildings on one site. 184. Interestingly enough, the most vigorous and innovative educational programs in Ann Arbor and Hartford operate in buildings that were not planned for this purpose. The first MIA of the Everywhere School still operates in the renovated warehouse. Ann Arbor's Alternative Community High School program uses an old elementary school. In contrast to Mack, extended and renovated to an architectural design, Community High and the 133
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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
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86. He organised marathon basketbal
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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 and 128: Figure 17 FLOOR PLAN OF BRYANT SCHO
Page 129 and 130: of its curriculum, it also sets an
Page 131: Meeting to select new staff and str
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
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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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