BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

More documents

Recommendations

Info

horizontal line through the appropriate boxes. (Where activities are continuous in time, viz. education, a continuous horizontal line will be formed.) Time for the game: ^--an-hour. GAME 5. Size: Enclosure Same rules as Game 4. Time for the game: ^-an-hour. GAME 6. Source of Resource This game is played only in those situations where a building is to be the result of the process. The game board is either a map of the site, or, as in the illustration, an abstract version of the site marked off into its salient quadrants. The players are asked to cluster the activities moving outwards from total enclosure to total openness and interrelationship with the surrounding environment; and they are asked to ring in pencil line those activities which they think should be inside the building itself. Time for the game: f--of-an-hour 66. Following these games the players meet again.in plenary session. Fresh-large white sheets of paper are pinned up. Players are asked to respond verbally to a series of questions. Question 1: In your view what excites you most about the possibilities opened up in today's Forum? Time for the response: 20 minutes. Question 2: In your view what seems to you to be the drawbacks and dangers in the responses to Question 1? Time for the response: 20 minutes. Question 3: What priorities do you wish the Steering Committee and technical staff to pay particular attention to? Time for the response: 20 minutes. 67. The final task of the plenary session is to volunteer or recommend participants for Task Forces to continue the process. At the Gananda games the Task Forces included building design, open air activities, education, and citizen/user operational roles after the building is complete. 68. Similar games have been conducted in other projects in the United States including housing, urban landscaping, recreation, and university master planning. 180
Making Maps 69. Every community and neighborhood has its own special characteristics. If we only know how to identify these resources, human as well as physical, and how to co-ordinate them, our educational and community centers would be incalculably enriched. Making maps is a useful way of getting officials, planners, and citizens to address the same issues and understand the same constraints with regard to co-ordination, if they all make maps together. 70. The idea of mapping is not new. Urban geographers have developed the technique to considerable sophistication, particularly since the advent of computerization. What is new is getting citizens involved in mapping, and allowing the perceptions of "the man in the street" and even .children to influence the goals, criteria and mechanisms of co-ordination, through revealing how they see and use the community they live in. 71. The method can be quite simple. (it can occur independently of the critical path process, or as part of it. It could be a game at a Public Forum.) . For materials, all that is required are large sheets of white paper, colored felt pens, large tables or a smooth wall or floor, and a tape-recorder. Time can be saved if the planners were to make a quick rough sketch of the main infrastructural elements of the community on the large sheets of white paper, the main roads and natural configurations, and one or two landmark buildings, so that participants can get their bearings. It is important however that if this is done, it should be the barest minimum. The more the participants have to draw themselves and the more they discuss what and why they are drawing, the better. ' 72. Of course not many people can work on a map at once. Depending on the size of each sheet, 4-8 people can map comfortably together. If, therefore, mapping should form part of a Public Forum, of, say, 80 people, it may be necessary to work in small groups in different rooms, and come together at the end to compare the maps which each group has made. In that case each group will need a technician to work .with it and its own tape recorder (since mapping is also describing "what and why") in addition to its mapping materials. 73. This kind of mapping is a useful technique because it gives officials and technicians insights into how their constituents evaluate the community and the scales of importance they attach to various elements in it. And for the citizens, the maps become "discovery networks". They learn about the options and richness of co-ordination. 181
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 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
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: FIRST NEIGHBORHOOD CENTER, GANANDA
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

Create successful ePaper yourself

Delete template?

Save as template?