BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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60. The foregoing is a simplified version of a critical path method. In actual practice, the critical path is likely to be more complex than this, although the same general steps are followed. The Queensgate II Town Center was designed using the critical path method. To date over 1 000 citizens and officials have participated in the work of its Task Forces and sub-committees. Although the process has been complex it has not proved to be unwieldy. Planning Games 61. "Games are an intriguing and successful method of accelerating the planning process. They are designed to get citizens and officials together to address the issues of co-ordination and "clusters" of programs in a concentrated period of time and in an orderly manner. 62.. Although the number of people who can play the planning "Games" is theoretically unlimited, practice shows that 60-100 people per session is a manageable number. If the number of people attending a Public Forum is larger than 100 it may be necessary to have two or three sessions of planning "Games". These sessions can be held simultaneously in different rooms, or sequentially. Four technical staff are needed, per session, to administer the Games" and ensure smooth running. 63. On the Critical Path, the best place for "Games" to be played is at the first Public Forum. Like the Critical Path, the "Games" should be designed by the technical staff and the Steering Committee to address the specific, issues of the program as they see it. 64. The "Games" should be played anonymously. In other words, the basic idea is to give every participant in the Public Forum an opportunity to express his perceptions on all the subjects of the "Games", rather than simply on those for which he feels he is qualified. In other words, it defeats the purpose of the "Games", and the insights and wide-ranging discussions which result from them, if the "specialists" take over from the non-specialists. In the "Games", everyone, officials and non-officials alike, should simply be citizens. 65. The timetable for the "Games" will of course vary according to their design. The following is a prototype series of planning games. They . are based on the "Games" used for the design of the Neighborhood Center at Gananda, New York.(l) The length of time recommended for each game follows the description. 1) David Lewis and Raymond L. Gindroz, op.cit. 176
GAME 1. Developing an Inventory The first game is in plenary session. It is devoted entirely to developing inventories of uses for co-ordination. (The remainder of the games will be in groups of 8 or 10 and are devoted to placing values on these inventories, ending with clusters and priorities.) For this game huge sheets of white paper should be pinned up on the walls of the game room. The sheets should be divided into three columns, and the headings of columns should be: Inventory of Spaces How the Space is Used How the Space is Serviced for Those Uses The participants in the game are asked to fill up the columns by calling out their ideas and perceptions to the technical staff, who in turn write in the appropriate columns on the big sheets of paper. For example: Inventory of Spaces Library; school; theater; a workshop for hobbies; a botanical centre; etc. How the Space is Used Reading, writing, sitting, listening, dozing, whispering, watching, working quietly, working with one's hands, acting, being with others, browsing, etc. How the Space is Serviced for Those Uses Administration, storage, janitorial and custodian assistance, air-conditioning, water, toilets, comfortable seating, carpeting, acoustic insulation, etc. 177
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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,
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Part Two CO-ORDINATION ON A CITY-WI
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was conducted, neither of these pla
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30% use empty schools for new purpo
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ORGANIC GROWTH OF THE COMMUNITY SCH
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"Almost without exception, the vari
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supermarket has proved to be an exc
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- working at a large enough scale;
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126. The list of projects dedicated
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and to specific measurable educatio
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ii) Problems and Barriers 133. Desc
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Figure 13 ORIGINAL PROPOSAL FOR A M
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open warehouse space into highly pe
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107 PEB Secretariat
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parts of the community. He often co
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tion of new teachers; staff develop
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iii) produce a detailed planning pr
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problems associated with them. None
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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
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: j) The planners and architects will
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
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