BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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the northwest, bounded by Edythe, Monument, Madison, Aisquith, and Central Avenues.(l) 103. The U.S. Office of Education conducted charettes between 1968 and 1970 in several cities and rural areas. The Baltimore Charette was by far its most ambitious and successful. As time went on, changes in program at the national level and the U.S. financial recession caused the inevitable compromises. These same negative forces also killed the charette program in 1971. Nevertheless, the new Dunbar High School was built and many of the recommendations of the charette in both form and content survived in. the final design. R/UDAT 104. A program with some features in common with the charette process has been developed by the American Institute of Architects. It is called Regional/Urban Design Assistance Teams, or R/UDAT's. For some ten years . the AIA has been sending assistance teams to communities which have called for help.(2) Processes of the kind described below have now been held in more than 40 large cities, small towns and rural communities throughout the United States. 105. Usually a team of eight nationally renowned professionals will be assembled to form a R/UDAT. A typical team will be composed of four architects, a planner, an economist, a lawyer, and a sociologist. However the composition of the teams varies according to the problems and needs of each community. 106. A R/UDAT program lasts four days, as follows: I. First day. Morning: briefing by officials. Afternoon: meetings with community organizations and citizens. Evening: visits to the site. II. Second day. Morning: each team member will do individual research, or meet with selected officials and/or citizens to obtain data in greater depth. Afternoon: site visits and group meetings. Evening: team meets and discusses findings and recommendations. 1) Sherwood D. Kohn, op.cit. 2) R/UDAT, Regional/Urban Design Assistance Teams, a program of The American Institute of Architects, Washington, D.C., August 1976. 196
III. Third day. Team executes design recommendations and writes its report. (Usually this is a 25-hour day.) IV. Fourth day. Report is printed. Team rests until afternoon. Press and T.V. Evening: Public meeting for presentation of report and recommendations to citizens and council. 107. The strategy of the R/UDAT program is not to sol.ve problems (although it has been successful in this regard), but to get citizens and officials to face problems simultaneously and together. R/UDAT is not offered as ."a panacea for all conflicts and crises, but it does provide an opportunity to review urban problems with a group of people who have dealt with similar problems before, and who are willing to share the benefits of their experience and skills with others".(l) Networks of Urban Alternatives 108. All of these techniques are concerned with the co-ordination of facilities and human services, based on the needs which the users themselves help to establish. Two kinds of co-ordination emerge. One occurs within a Center. At the Center a number of facilities, historically separate, are concentrated for reasons of economy and usage. Policies of interrelation within the Center are established, allowing new options in programming to permutate. The Center is in the focus of access routes, bringing people from all parts of. the community, all walks of life, all age-groups and interests, to it. It is a confluence. 109. But co-ordination can occur radially in the form of a network also. The new Center, while co-ordinating the facilities within it, can also act as the catalyst for co-ordinating facilities which already exist in the community and which it would be wasteful to replicate. The second kind of co-ordination to emerge is therefore a comprehensive and programmed network of linkages interrelating facilities in the community. 110. This network of linkages could occur as radials focussing on a new Center. This is the Pontiac model. Or it could occur as a network interrelating only existing facilities, without in fact building anything new at all. This is the Southeast Alternatives model in Minneapolis, • United States. 111. The Southeast Alternatives involves five schools in the southeast quadrant of the city. Taken all together, the "service area" covered by 1) R/UDAT, op.cit. 197
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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
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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 188: and representatives of the communit
Page 189: IX. Final Town Meeting. The followi
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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