BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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Design Centers plus Television 93. During the past year an interesting planning process took place in Dayton, Ohio. The project was the design of the riverbanks in the city, including parks, marinas, landscaped walkways, housing, restaurants, and a school. The architect, Charles Moore, opened a storefront Design Center along the same lines as East Orange and the HUB. But in order to appeal to the widest possible audience (since the project had metropolitan significance as well as a neighborhood scale), Charles Moore decided to do a series of television programs using the cultural education network. 94. In these television programmes he outlined the planning and design issues, and designed and drew as he talked. Discussions with officials and technical experts were held in front of the cameras. Viewers were invited to telephone questions and recommendations. Quickly each program becmme a metropolitan-wide debate between the designer and his official and citizen constituents. And audiences were invited to the.storefront Design Center to continue the dialogues and participate in the work - which hundreds of people did.(l) The designs are now being implemented. "Charettes" 95. An alternative to the open storefront approach adopted by Uniplan in East Orange, and the series of public forums which formed the Pontiac process, is the so-called "charette" process. Charettes have been attempted in a number of situations in the United States. •96. Charette is a term borrowed from architectural usage. Originally this French word referred to the cart which was wheeled through the beauxarts studios of nineteenth and early twentieth century architectural schools to collect the students' projects prior to jurying; and the term came to signify working under enormous pressure to complete drawings by a deadline. 97. The charette process was initiated in 19&8 by Walter Mylecraine, Assistant Commissioner for Construction Services in the U.S. Office of Education. Essentially the process advocated by Mylecraine was that architects, rather than spending their entire planning time isolated from the client (which in the largest sense could be the whole community), should immerse themselves for a specific length of time with consultants 1) "Riverdesign", Progressive Architecture, January 1977, pages 84-85. 192
and representatives of the community, and be directed to hammer out a design concept within that time-frame.(l) 98. To illustrate a charette process it might be best to follow a brief case history of what happened in Baltimore, and how the new Dunbar High School got built. The situation in Baltimore in 1968, like Pontiac in 1967, was one of conflict and strife. The existing Paul Laurence Dunbar High School was 54 years old. Overcrowded, and overwhelmingly black - it had 4 000 students in spite of its 1 800 capacity - the school had become the symbol of the blight, the racial segregation and the despair of the neighborhoods it served. Its adjacency to Johns Hopkins University only emphasized the conflict. The university, like the university in Ann Arbor, was introverted, white, upper-income, and insensitive to the community. 99. Following protests, the Board and the City promised a new school. The Baltimore Planning Commission recommended a structure to accommodate 2 000 pupils, plus a small city health center, an indoor recreation center, and an elementary school. To show good faith, an architectural firm was placed under contract. 100. But the community was not satisfied. There was little in these promises to reassure them that they would be allowed to make inputs into the programme and design of the school as it went along. Indeed the community had good reason to fear that the building would be designed "in absentia" just as schools always had been, and would thus be as insensitive to the community's special needs and aspirations as schools had been in the past. Walter Mylecraine heard about the problem and offered to sponsor a charette process with government funds, on the understanding that all parties would agree to participate and also on the understanding that the process would be conducted v/ithin a strict time-frame of 14 days. 101. The night the charette began the auditorium in the old Dunbar High School was packed with community people. The process was open. Anyone could come. To dialogue with the community on the issues, Mylecraine assembled experts in every facet of school planning and construction from all parts of the United States. He also brought architects, and students from three architectural schools, and of course the Baltimore architects who were under contract for the new school, to translate the findings of the charette into diagrams and designs. In addition he brought Baltimore's 1) Sherwood D. Kohn, Experiment in Planning an Urban High School: The Baltimore Charette, a repo^ from Educational Facilities Laboratories, New York, November I969. 193
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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
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Figure 14 THE ORGANISATIONAL UNITS
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e) Examples of Cases Implemented 16
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- and the indoor recreation buildin
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Figure 16 FLOOR PLAN OF MACK SCHOOL
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Figure 17 FLOOR PLAN OF BRYANT SCHO
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of its curriculum, it also sets an
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Meeting to select new staff and str
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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: 89. Gradually a design for the buil
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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