BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

a schedule/plan diagram for T„J. (see Figure 8) linked the areas of the
school and recreational complex to the time, use and categories of users
between 7 a.m. and 9 p.m. daily. This type of diagram simply does not
exist for the other centers.
63. For the HRC there is a diagram showing the complex and differentiated
links between school, social agencies, and common or multi-use areas, but
they are not linked to time or special user groups. Thus sharing may
happen, but it is not as tightly programmed into the layout as at T.J.
With a more complex and numerous set of uses, the HRC has been designed as
a network of urban spaces. Theatre, exhibition spaces, cafetorium, public
restaurant, adult education, library, medical suite, community offices,
counselling, school administration, the motor lab and gymnasium/community
fieldhouse are accessible and open to the central .pedestrian link between
the residential neighbourhood on one side and the city center on the other
(see Figure 9). In this way, the usual pattern of grouping the most
public functions at the periphery facing the community has been reversed.
The most public places are situated in the center of the building complex,
while the quiet and educational functions on the ground floor face the
residential neighbourhood which surrounds the site on three sides.
64. The relationship between formerly separated functions is close. Only
separated by windows, administrative and community offices are open to the
public and passers-by. The importance of whether people can see each
other can best be demonstrated, as often, through a "negative" example.
During recent times of high unemployment, the community center's employment
office became too small and the unemployed - often drunk, smoking dope,
and exhibiting other less socially respectable behavioural patterns - used
corridors and waiting areas open to public view. The offices' final move
to another site in the city certainly could not be attributed exclusively
to the lack of facilities, but served to eliminate the continuous display
to elementary school children of an undesirable societal failure. If the
architect had decided to follow a more traditional pattern, largely separating
social services and educational spaces, as in the case of Dunbar,
removing this office might not have been necessary.
65. In Dunbar, where one separate ground floor wing accommodates all
community services, the only connection to the educational spaces on the
three upper levels is the same main entrance (see pages 52-55 ). The
community and social services wing (which in contrast to HRC is separated
from pedestrian thoroughfares by the main entrance, another door, a guard
and sign-in procedures) contains not only City Hall offices, Model Cities
(public housing) offices, a bank and various youth, welfare and health
67