BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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to the acceptability of uses. State laws differ in respect to selling or renting school space. In most cases, school and educational uses rank first, other agencies and social services rank second and commercial and private uses third. 24. One of the new aspects of filling empty school spaces is the reversal of the traditional role of the school as a social service agency. Today, it is forced to develop strategies to attract users rather than to limit the use of its facilities to a selected group. The most common strategy has been to employ one person with a new or special status of community co-ordinator or director for recreation, depending on whether he is paid by the Board of Education or the municipality. Today, out of 563 municipalities in New Jersey, 200 provide a full-time paid director for recreation. In more and more cases, schools become a major focus of community recreation. The benefits, according to one of the directors, have been mainly: - a noticeable cut down on police calls; - less juvenile delinquency and vandalism. Two detailed examples, Mount Holly and Wharton (both in New Jersey) demonstrate the effectiveness of one person who was given nothing but an empty school. In both cases, new methods had to be found to fill the empty space. Wharton provides a variety of ways to "market" the new program and resources offered. Supermarkets and dentists' offices, churches, libraries, and specialty shops provided opportunities for advertising programs. Personal invitations to the user by mail, newspaper articles, radio and television appearances were also effective in "selling" the community center. The problems of co-ordination happened to be minimal in both cases since the facilities did not house any educational functions when the community moved in. In this respect they are the exception rather than the rule as the "empty school phenomenon", usually leaves facilities half or quarter empty and new uses are forced to co-exist with the previously dominant one, namely education. 25. One major problem which seems to appear in various places is the lack of initial funds to alter and adapt existing facilities for new purposes. While the large purpose-built community centers in the 60's received grants between $15 000 and $40 000 for the purpose of a coordinated programming process, the community co-ordinator today often receives only his salary and no additional funds for renovation or structural changes in the school, thus depending entirely on voluntary contributions. 38
26. The strategy of letting people start without operational and rehabilitation funds, as in the Wharton and Mount Holly cases, certainly is not the fastest way to offer a comprehensive program, but may have the advantage of involving users in the shaping of their own environment and their own programs, and thus produce a deeper and more lasting identification with the community center than a renovation done by a commercial developer and ready-made governmental programs. However, a more balanced approach to providing community and educational centers would be desirable in order to support a movement towards co-ordination on a national scale. The present "make shift" solutions may be alright for an interim period of change from planning new to re-planning old facilities. In the event that further changes cannot be accommodated in new buildings, a more substantial rethinking in terms of re-programming, re-designing and re-modelling of old buildings will be required in the near future. 27. A further consequence of the rather sudden and unexpected appearance of a large number of empty schools is the implication of this phenomenon for the planning of new schools. According to present experience the new schools will probably not always be used as schools but are likely to have to serve a different purpose in the course of their life-span. It is essential, therefore, that this aspect is taken into account in the design of new educational facilities today. 39
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 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
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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
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- 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
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BIBLIOGRAPHIC REFERENCES PUBLISHED
Page 137 and 138:
Ann Arbor, Michigan CASE STUDY MATE
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"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
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student comes out of the educationa
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Part One INDICATIONS OF CHANGE Resu
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neighborhoods there at all, at leas
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HUMAN RESOURCES CENTER, PONTIAC, MI
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44. Such a design was somewhat exce
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assignments, etc.(l) Thus education
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47. The remainder of this paper wil
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Part Two CO-ORDINATION OF FACILITIE
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54. The impact on co-ordination was
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59. Turned into a method, it is as
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citizens and users have been involv
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j) The planners and architects will
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GAME 1. Developing an Inventory The
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FIRST NEIGHBORHOOD CENTER, GANANDA
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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
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89. Gradually a design for the buil
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and representatives of the communit
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IX. Final Town Meeting. The followi
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III. Third day. Team executes desig
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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
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134. But a new building (or even a
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