Coats Educational Center

(1)

COATS

EDUCATIONAL

CENTER

(2)

THCSIS PROJeCT ST~T(~~T JOtttw LA"COON

Tfta . . 19"

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guOUC: 1c:"'oo1 h c.,,- iJrojecc. ,,-"lc:la t"ac. I "-,,. C:hol." 'or., 'ifth ,aar 'In.l projec:t. Ttl. eC:hool 11111 II. groCJ~d

to acc:o . . _t. Icln_l"9.rten. al..." c.ary. • dell.. end P\l ~h IC:PIool

c:urr1c:ul~. Tha Ic:hool I,.t . . .."UOIIad aDo"a 11 lIOr • .,rooerl, 1Ino...,

II 1 I( throu9f\ 12 1,lt . . ln .or\l\ :aroUna.

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ICl\ool I,IC." Id It lo., ln c.". Ic...c.a.

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al U 'or C."'e gro:.oead ICf\ool -111 I). locaC..d tlftere ." "IUnCJ MPIool 0' ""'I t , " WIU.

IIhlch 18 ln C.he 1.11 rural c:o-Iftl c.,

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CoaU • • rtl' :aroU,.. Tt\a popuhUon _t"in 8ftd ar~d t"'l c~c., 11 telaUvaly

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-"lc:h IUCJ9-U that

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ItvoenU auenClinq C.P\l1 IC"IOOl

.auld elao II. relaUv.l, 1.11. ",a lCal. 0' V~ groooeecl groj_t lhould ~. aPOrod_c..l, 60,000 IQ. 'I.

",a laftool no_ I' U adJeGent lo tfte onl, . . Jor "'~, """""9 tnrOUCJ" th. 00-Ai c.,. Tha _1 t. 11 1110 10caUd It t" • • • U _ . . .

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tn. toaU c:.l t, U . U, lfter.'ore t.."'e 1CI'oo1 COUld De ~fte " n t or

1Mt. conuc:c. U\ac. • ""'lOr .owld "-,,. "l-.,.lh -.1\ft U\e . . . 11

C4e-..u ty. CeeDlnq \1\. a1 t. ~uon ln _nd. tfte INA 1dl"9 COUld De

.,..d to _ _ 1ft l:aoroorlat..e 1t..eC.---,l aOoul \fte ao-.Nt, , u . l ' .

Tl\e ~1'1 recr.UOfta1 'IClUU_ .r ...

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tfte .r . . . U .. u-oe • ." ~ n".,.u

end lnetructon ~ .,dd occUOy ~ 1GftOo1 IN& 1."9.

Tf\e .... '9" 0 ' I IC \ft1"OU9" 12 M"001 .ould

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to .. plo,.. t.he " . . . end an ,.,.,. \1'11 t. .9'" 1

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(3)

(4)

THE SCHOOL: A BUILDING WITHIN,. CO....roRITY

Coat. i. a .mall rural community with a population of

approximately 1600. A .chool, town hall, ra.t office, and

Bapti.t Church make up the . . jor buildincr. in the« Wlity.

The.e are the . . jor buildin9' that a Coat. cltizen will .aet

often be In contact with while in the ecwwun1ty. Any

arch-itectural experience that occur. In the area wlll .a.t llkely

occur in n.pon.e to the.e bulldlnq.. Th • • chool MY be

con.ldend the IIOat laportant bulldlnq In t.he cc. nanl

tv,

.lnce

It I. now the flr.t and l . . t bulldin9 that a vl.ltor . . . .

wh.n enterln9 or l.avln9 the COl unity alonq t.he area'. onl, . . jor hlqhway.

There . . 1.1 to be a fo~l relatlonablp that •• l . t . be~a

the . . jor bulldlnq. In Coat.. The nJnor, a. well a . . . . "or

bulld!nq. In t.he town . . y be . . . n a. vl.ul cJerl"atl . . . of

.ach other. If a . . jor bull41n9 of a 41ff .... nt character wa.

placed In the ~unlty, It could po •• lbly chuae the way tbat

archlt.cture w . . perceived by the people in the town. Pat . .

bull41nv. that nJ9ht be built unity aiqbt UN

ul.

newer bull4in9 . . a pre.cedent. On tM ot.her band. the ... 1'

building could be rej.c:t.d by the cue_tty and be cla •• ifi.d

. . -too cUfferent- 01' -unuual-. It IlUt the ... fore be

det.r-alned wbether or Dot an att.~t ahould be aade to r.~ to

the exi.tiftCJ architecture and conte.t wttbln the cc_unity, 01'

would it be lIOZ'e appropriate to Give the . . jor buildi,",

placed in the .re. a charact.r of i t . own that i . not neece ••

-arily in pceitiv. re.pon.e to the building. tbat now •• i . t In

(5)

TUB SCHOOL I A BUILDING WITHIN A COMMURITY

Thi. que.tion po.e. an intere.tinq are. for explor.tion in

this project. Since the perception of the people 1n the ~.

unity would have a vit.l role in dete~n1n9 vhether or not

the project va. a .ucce •• , 1t i . necce •• ary to •••••• the

value. that the cit1zen. of t.he unity po . . . that would

be of 181pOrtance in th • • • 19ft of eM .chaol. Por in.tance, tak1nq bu1lcUnq e l _ n t . aDd fo~ that .xi.t on pre . . nt Coat.'

bu1lcUn9. and applyin9 th_ to eM new .chaol bu11cUn9 voald

. . . anln91 ••• If thi. va. not a priority of the people

unlty, . . . . 11 &a, belft9 a . .

,01'

pr10rity for the • • 19n.r who de.l9ft. tile DeW .cbool. If tile people 11,,1"9 1n the area cUd DOt particularly care tor t.be phy.1~al

appear-ance of the builcU", • • al.u,D9 1n tbe tawa, it aiqbt _ _

offen.lve to tile people then tbat a DeW bul1cU,.., POe . . . ac.e

of the . _ fonaal c:barac:terl.tlca 01 t.be boi lcUn •• tMy .0

de.pi . . .

VemOD lb09nn

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li.ted fou dl.Unet vav. of lookl .... at v.lue. and .valuatln91

,. A cUreet jud9-.at dzavn Ira. the

._1.

exl.t.ne:. of • thlnq, .vent, or per.on. Tbi. tona at ".lue

i . dlrect and un.upportecl, 1ft ~t it doe. not

nly on other jud . . . . nt. for It • • uthority. • Par eXAllplel It doe. not •• y - . . t beautiful ln ahcw·.

01' • . . . utiful to . . . . ) It .i~ly .ay. ·ThAt i.

beaut.iful- 01' ·of value-. Tb1. type of ."aluatl,.., i • • a.at1me. c.lled • •• thetic.·.

B. The •• cond .pprOAch de.l. ln univer •• l.. Ie.. thln9. (they alwal. u i . t in plural) ar. of "aluel Pol'

eXAIIPI., The AMrlcan way ot Ii fe·. or·Bon •• ty·.

and th. like. The . . value. IlUt ~U' 1n ape~if1c

c •••• , but the jud . . . . nt of 900d or bad .lw.v.

(6)

THE SCBOOLa A BUILDING WITHIN A COMItUHITY

Al.o th.y h.ve an -a priori- •• n •• , .lway • • xi.tinq before the fact of actual occur.nc ••

c.

Th. third approach i. cont.xtural. A thinq i. of v.lu. bec.u •• of wh.t it doe • • a.ewher., or bow it rel.t •• oth.r thinq. into p.tt.rn.a in other word. 11k. (8) above, It. own .xi.t.nce i . . . condary to it. 1'01. of .anif •• tin9 or be.rinq v.lue. Out of

th. pl.ce or role it h . . . ..-eI, the t.b.iD9 in que.tlon a19ht 10 •• it. v.lue, or, .are l1k.ly, be 19nored or ce ••• to exi.t.

D. 'I'he fourth 1. that of .valu.Un9 Oft the baa1. of

per.onal n.ed., de.ire., aff.ction., requ.1~nt •• • tc. It 1. uaually a •• u.ed tb1. 1. the aoet c' on,

or doIUnant, but .uch 1. oft.n not the

c_.

Moat .valuetin9 i. a aixtur. of the . . four

.ade.,

oft.n wlth contradictory N.ult..

'01'

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thin9 which ha. quit. a -,ood- relatlon.hlp within . . . context . . , tu.m out to be peraon.lly

utly 01' .lIIply r.puqnant. Ca direct 1ud9-nt of

the ... ). Ifo avoid .ucb cbao., apriOl'lty .y.t_ .uat be •• tabll.he4. at l.a.t vhil. the act of

. . aluatiD4J 1. tAkln9 place, but, 1n OI'der to do 80,

.ach of the . . . valuet1ft9 .ad . . . t be r.latl . . ly di.tlnct and clearly under.tood.

A ".cl.lon . . . t be ucIe du.r1D9 t.he de.i9D prace . . . . to wtUcb

.ade above .bould ha . . priority OYer the oUer. aDd an OrMr1DCJ

ay.t. of prioritl •• can develope fra. t.ber.. POI' iDetance.

aod. ,.) a19bt t'-. prlorlty If the .cbool .bould above all

thin, • • vok. a •• n •• of beauty to ~ vl.ltOl'. of

. . they p . . . by on b19hvay SSe Mode Cb) a19ht take priOl'ity if

It 1. f.lt that certain de.19n. that ba". beeD uaed 101'

pre.-cedenu •• -ide.l- .chool • • hould ba". a .UOftCJ int'l_nC8 on

the new .chao1'. d •• I9ft. Thl. a1qht involve •• 1.ctlnq .oae

-ld •• l- .chaol. th.t h.ve been de.19ft.d In the p •• t which h.".

cert.ln or9.nl •• tlon.l p.tt.rn. th.t aight be advantaqeou. for

any d •• 19n and applyin9 .uch an .ttitude to the new • chao 1

(7)

THE SCHOOL. A BUILDING WITHIN A CO~ITY

Mode (c) would become mo.t important if it i. f.lt that the

new building .hould abov. all .1 ••• omehow r.lat. vi.ually to

the oth.r building. in the ca..unity. Mod. ec) n.ed not

ref.r only to the vi.ual appearance of the buildin9 bpt ~9ht

al.o re.pond to certain circulation patt.rn., or r.spond in

.omeway .ore 9.n.rally to the cc unity .nviron.ent. ror

in.tance, the . . . 11 CCI unity aUlOapher. of Coat. could be

refl.ct.d by the .chool In that the .chool It . . lf could fora

a . . . 11 .ducational ~ anity within the larq.r c<

coat..

Mode (d) ref.r. to the .xpre •• ion of a peraonal vIew-point. A work of art i.

_....

by deflnitlon an .xpre •• l". .tat_nt

, .

.,

of per.ona~ A work of de.i9ft i. not -art- In that •• na.,

.inee oth.r fonu of evaluation • • t be con.ldered. Mode Cd)

. a t therefor., be controlled In the evaluation proce •• alnc:.

fill'

it d.al. prt.&rilyt-th. prejudlce or peraonal f . . llnq. of one

individual (.a.t oft.n the de.lqner). However,.ode (d) belonq •

• valuation li.t .ince de.l9ft without peraonal

pa •• ion (on the part of the dea19ner or cli.nt) i. 11k.ly to

be dull or colorl.... Mod. (d) a19ht tU. priority If the de.l911

probl . . concerned only one individual cli.nt in.t.ad of a

group of . . veral hundred cli.nt., th.n the per.onal pr.;udlc:. of

(8)

(9)

THE SCHOOL AS AN EDUCATIONAL CENTER

A 1-12 .chool could be divided or broken down into three educational unit •• An elementary .chool (qrade. 1-5), a middle .chool (9rade. 6-8), and a hiqh .chool (qrade.9-12) could make up the educational center In Coat.. Each of the . .

• chool. vill .bare ca..on .upport .ervlce.. The.e .ervice. vill include a ca..on . . dla canter, auditoriua, cafeteria, qymna.1U11, and adaini.tratl". area. n..e co.mn . . rvice area • • bould be in clo . . proxlaity to each of the thr . . educ-atioDAl unita, .1nce they viii be facilitatin9 each of the

three .cbool ••

The pr~ educatlonal objective. for any educational center lU,bt be repre . . nted 1n the li.t beiowl

Developln, 1 anCJUage fluency

bcoura,ln, Student'. leue of Cc_unlty Identity . . lnforc1n9 ... of affective . . . . of

u.

Individual DevelopinCJ CoCJfti ti ve Skill.

Developln, Motlvatlon for LeamiD9 IDcoura,in9 . . If-lxpre •• iOD

"lnforcln, Po.ltlve . . If-I . . , . Develo,ln9 a Sen . . of CODflc1eace Developin, Per.i.tance Toward a Goal Developln, Concentratioft

Developln9 lelf-le9Ulatlon

Developin, Cc_unlcat10n Skill. Develop1n9 Concept Ponaation Developl ft9 . . aource fulne ••

Develop1n9 Introapective Skill. Developln, Soclal Ca.petence

Developln9 ~leraace of DiffereDce. Developin, a Se,," of ".pouU»111ty LaarftiD9 by Conditlonln,

Encoura,in9 Group IDteraction Laamin, TbroU9h &xec:uUon

Stl8Ulatln, Curio.lty and I . . ,ination Developin, Motor Skill.

Developin9 -..or, Skill. Develop!n, Social Aware • • •

The re.pon.ibility of the 1-12 .chool vill be to provide a .tudent or 9roUP of .tudent. vith a ,.,091''' that can fulfill the objective . . . ntioned above. Th1. reapon.ibll1ty could .uffice . . a t h _ in the educatloftal center. Aa a .tudent

(10)

COATS EDUCATIONAL CENTY.R

Hlqh School (9-12l

Me

Auditorlldl Cat. Adalnl.

Gym

"l.deU.

(11)

THE SCHOOL AS AN EDUCATIONAL CElft'ER

.tay at the educational cent.r.

Spac •• To Fulfill the Objective.

The quality of education that an individual reei.ve. i. larp-ly d.pend.nt on ~ individual her •• lf, a. well a. the educator who viii in.truct the indiVidual. Th. archi~t·. 1'01. in th.

proc ••• could be . . . n a. that of provldiD9 spac •• that are adequate to facilitate the educational proc:e •• tMt vill take p1ac. at the c.nter. One fo~ of .pac. plannln9 ~t

ha. worked well in .a.e area. toward the fulflll . . nt of the 9oa1 above i. that of open-cla •• rOOll plann.ln,. The open plan allowa for the interaction between 9roupe, .1nc. tbe 9rOUP. ar. not

•• perated by phy.lcal barri.r.,(vall., partition., etc.), it

.ak • • • uch InteractloD 801'. probabl.. Iducator. ar. fond of tbl.

fora of plannin9 beeau . . It allowa for teacber. vltb varyln9 &billtl •• to 9ather . . . ller cbJldren tot.Lher for 9roup . . . tin,. For In.tane., a teac"r who 1. adept at tHcb1rKJ . . tb CaD ,auer all .tud.nt. at that 9rade level toteuer for a particular

ut.h l ••• on. L1kewl •• , a t.eacbar vbo 1 • .ore adept at teacbin,

art CaD 9atller cb,ildNn totet.ber in ODe a,.:e for art in.truction

'l'hi. fona of plaDn1n9 co.a1d be wry belpful for cbi1dre" aDd

In.tnactor. of the lower 9radea wbere a 9&'Ht deal of in.truction

and .uperv1a1OD i. need8d. !be opea p1aD _y not be a. actvia.ble

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(12)

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Above. Open plannlnq where clae.r~ of the .... qrade are linked t~ther by a CCE on lnetructlonal area.

Below. An eXUlple of open plannlnq "here CQlFlon Lnetnact-tonal area. are .hared by different qradee.

(13)

Space Reguire_nt. (general)

Coat. i. now occupied by the followlnq nuaber of .tudent • at the pre •• nt ca..unity

IUnder9arten -P1nt Gr.de Sec:ond Gr.de -'rbJ.rd Orad.

Fourth Gr.de -rifth Grade-Sixth Gr.de-. Gr.de-. venth Gr.de -119th Gr.de Ninth ar.de 'l'enth Grade Ileventh Or.

-'TVe 1 th Gr.

• chool. 60 64 57 73 67 46 55 69 62 60 71 65 59

Il . . . ntary (1-5) - 367 .tudent. ,.1ddle (6-8) - 186 .tudeat.

819h School (9-12)- 2lS .tudenta

Very llttle CJrowt.h ,. expected in the Coat ... ~n t.he for ... . . . able future. Slnce enrolt..nt in !)ublic .chool. h . . been

~cllnln9 In the P . . t decade, rle.lbility 01' expanalon viiI

not be • PI'UIary c:oncem In thl. de.l9ft probl_.

The new Coat. Iduc.tlon.l Center viii ~ apace ror t.he

tollow!DCJ an ...

C~n Auditorl_ C. Careteri.

"-cU. caater

ay.t •• iua

o

on ~ni.tr.tive unit ( to houae I-principal. 2- . . . i.tent principal •• vuJdaDce counaelor • • ocla1 worker, reception are.' . . cretary. nur.e .tation.

teacher'. lOW\CJe. conrerence roc:. ).

Il_Dta.rx ,

Open cla •• roo. .pace tOl' 9l'ade. 1-5 to acca.odate approx. 367 pupil. and 16 teacher ••

Cc:..on .uic 1'00.

CO"W)n library Toilet.

(14)

Space Requirement. (~eneral)

Middle:

Sixth Grade:

Three .eperate cla •• room. to accomodate .clenee In.tructlon. math in.truction, readinq and enqll.h In.truction, art

In.truct-ion,and .peech.

Seventh Grade:

Four cia •• room. to provlde function . . . a. tho.e above.

Eigth Grade:

three cla •• room. to provide function . . . a. tho.e above.

CoaDOn library Ca..on readinq lab COIIIDOn tOilet.

H1gh School:

Ninth Crade.

Three cla •• raa.. for the In.tructlon of .clenee, ~th. onqll.h. art.

Tenth Grade,

Four cla •• ~ for the tunctlon. aboVe.

Eleventh Grade:

Three cla •• r~ for the function. above.

Tve lvth Grade ,

Three cla •• raa.. for the above function •.

Ca.mon 1ndu.trial art • • hop-(to acca.od.te carpentry .hop. auto-. . chanlc • • hop, draftinq cla •• roaa . . . tal • • hop.

aqriculture .hop)

C~n library

Cc:.DOn toilet.

Calculation of aquare footaqe for the above area. Viii be

(15)

ELEMENJ'ARY SOIOOLS

Kinder.artea classroo.: 1200', 26 pupils, 46' per child.

Pr~ classroo. (Grades 1-1): 1000', 26 pupils, 38' per child.

El...atary classroo. (Grades 4-6): 800', 10 pupils, 21' per child.

Art clas.roo.: 1500', 30 pupils, SO' per child.

Mullc cl •• sroo.: goo', 10 pupil., 30' per child.

EJIl du.roo.: 450', 15 pupU., 10' per eM Id.

LD cau ... : 450', 15 pupUs, 30' per daUd.

nit causroo.:

no'

per daUd. Speecb roo.: 100'.

Gifted d ... : . . . u for ,nde l . . ell .

. . . . lq lab: 450', 15 pupUs. 10' per claUd. Math lab: 450', IS pupil., 30' per cIa,ld.

Phyaacal educaUoa/_IU-puI'pOae ... : 3000'. 30 pupll1. 100' pn ehU"

... 1. CeDter: 4' t . . capacity of ICbOol for readAa, .r . . . b. Prlaclpal's office: Z50'.

AlltataDt priacl,.I'. office: ISO'.

Guldaace office:

no'.

Social worker'. office: IZ5'.

Rec:epUoa ana/lecntuy: 400'.

Hurle ,ution: 300'.

Teache,. I . . . e: 600'

Teacher'l wortroo.: 400'

Collference roo.: 300'.

(16)

SecoNDARY SOtOOLS

o Reaular classroo.: 660', 30 pupils, 22' per pupil.

o Vocal .usic classroo.: 450', 30 pupils, IS' per pupil.

o Instru8efttal .usic cl .. sroo.: 100', 30 purlls, 30' ,.r pupil.

o Art classroo.: 1500', 30 pupils, SO ,.r pupil.

o DrauUcs classrOOll: 1200', 30 puplh. 40' per pupil.

o Draftin. classroo.: 1400', 20 pupils, 70' per pupil.

o Typln. claasroo.: 100', 30 pupils, 30' ,.r pupil.

o Science labs: 1500', 30 pupils, SO' per pupil.

o ~ Econoaici lab: 1.00', 20 pupil., 70' ,.r pupil.

o Health Occupatioa. lab: 1400',:0 pupila, 70' per pupil.

o Office Occupationl cla.lroDa: 11SO', 25 pupill, 70' per pupil.

o Indiltrial Artl shop: 1800', 20 pupils, to' per pupil.

o Electricity/Electronici lab: 1800',:0 pupils. 90' per pupil.

o bploratory Prot ... lab: 1800'. 20 puplh. 90' per pupil.

o Dau Proc .. slAi lab: 2400',:0 pupi ... 120' per pupil.

o Graphici lab: 3600', SO pupill, IlO' per pupil.

o Auto ..chaalcl~: lOOO', 25 pupils, 120' per pupil.

o Construction Industry abop: 3000', 2S pupils. IlO' per pupil.

o Aaricultun lhop: 2400', 20 pupih, 120' per pupil.

o Carpentry shop: .000', 20 pupUI, 200' per pupU.

o MeUh shop: 2400', 20 pupUI, 120' per pupU.

o PhYSical Education G~siu.: 15,000', 60 pupill, 250' per pupil. Allows apectator ... tiA"

o

o Auxiliary G,.na.iua: Jr. Hilh Gy.aa.iua: 10,500', 60 67S0' • pupil •• 175' per pupil.

(17)

Secondary Schooll con't.

o Caleteria: 12 lquare l .. t t~. 35\ of Ichool capaclty for dinln. are ••

o T . . chin. theater: 3200'. 400 leau. S' per • • t.

o Lobby: 4S0·. 1.2' per I_t.

o Ore .. ln. roou: 10' per perIOD.

o Sta.e: 1000'.

o Principal 'I of lice: 250'. I

o AlliltaDt principal'. office: 150'.

o Guidance offlce: 150'.

o Rec:epUoa/ . . 1U ... : JOO·. o Social -orker'. offlce: 125'.

o School nceplloaJ.ecretuy ... : 600'.

o Nune .taU.: JOO·.

o Speech roc.: 100' •

o reacher'. lounae: 600'.

o Workroc.: .00' •

o Coftlennee roc.: JOO·.