BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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official planners and education administrators; there were representatives of a variety of public agencies such as health, library services, parks and recreation, traffic and so forth; and then he saw to it that politicians such as council members also attended. 102. The following were the phases of the 14-day charette: I. Orientation. Greetings. A walk through the neighborhoods. Analysis of old Dunbar. Analysis of city plans and programs for the area. Demographic analysis. Analysis of official school plans and programs for Baltimore and the role of Dunbar. All in plenary sessions. (2 days) II. Task Forces in a number of subject areas, viz, curricula, remedial education, recreation, library services, etc. Each task force had its own consultants, officials and students who remained constant, but the community rotated, spending -|-a-day in * each task force. (2 days) III. Interrelationship of Task Forces. On a rotating basis, task forces discussed their interrelationships. (2 days) During II and III new concerns, not traditionally related to education, emerged such as employment and careers, housing, health, a creative arts center, etc. IV. Re-evaluation and first attempts at program. (1 day) At this point, after 7 days, one day off was taken. V. First Graphics. Bubble diagrams to illustrate inventories, interrelationships and sizes of various kinds of space. First attempts to set out uses, spaces and interrelationships on the site. (1 day) VI. Alternative architectural proposals. Architects develop a series of broad brush sketch designs and planning studies in 3-dimensions. (2 days) At the end of the second day of this phase a large Town meeting of everyone was held to evaluate these preliminary alternatives. VII. Studies in precise proposals, specifications, financing multiusage, etc., by the architects, with specific inputs from officials and citizens. (1 day) VIII. Development of final designs, and the community's recommendations • to the City and the Board of Education. (1 day) 194
IX. Final Town Meeting. The following is a summary of the recommendations: a) Educational program and facility development would begin by providing special advantages for children deprived by their circumstances and environments of the opportunity for a good education. In order to recognize mental and emotional handicaps at an early age, Baltimore service experts should develop comprehensive profiles of all children. The new Dunbar should emphasize comprehensive, rather than vocational education. A junior college should be established in East Baltimore. b) Economic development would be aided by the organization of a community development corporation. c) A system of co-ordinated, comprehensive housing development must be instituted in the community. Dislocation of inner city residents should be minimized. Existing housing codes must be more rigidly enforced in order to improve public and private housing. d) Political development would be furthered by waging a pervasive campaign in the Second Ward to education and register voters and develop a sense of political potency. The Dunbar High School Community Council should carry on the spirit of community involvement aroused by the charette. e) Transportation can be developed by moderating the traffic flow through East Baltimore, up-dating traffic signals, speeding up the traffic flow on major arteries, controlling pedestrian crossings, creating specialized streets, and making buses safer. f) Recreation and park development would include a stadium and field house, swimming pools, skating rinks, bowling alleys, inner-block and other forms of parks throughout the area, various kinds of playgrounds, tennis courts, community parks, and broader summer recreation programs. g) Cultural development would involve integration of public school library facilities in the Dunbar complex. h) Communications could be developed by founding a community newspaper, financed by business or the community development corporation. Television and radio facilities might be incorporated into the new Dunbar complex. i) In considering site development, the most controversial discussion area, the group proposed taking an option on the plot of land to 195
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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
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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 and 186: 89. Gradually a design for the buil
Page 187: and representatives of the communit
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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