Educational Specifications

The SDPL is fortunate to receive a complete set of 'historic' educational specifications from Dr. Nelyene Allan, Art Consultant k - 12, Bay County Schools (1969) and retired art teacher in Georgia. She worked on the team of educators who developed the portions presented below. My thanks to her for keeping these and allowing the SDPL to use them as illustrations. Some selected sections are presented here: CKT

Historically, a "charrette" is a unique educational experience arising out of the assembly of professional architects and students for an intense study period to formulate and critique a creative solution to a physical design problem.

The "Educational Facilities Charrette" is a technique for studying and resolving educational facilities development problems within the context of the total community. The technique requires a multi-disciplinary group - - educators, planners, architects, local public officials, citizen participants, and students - - intensely studying community problems. Primary emphasis is given to educational facility and program as the catalyst for revitalization of the surrounding community. The principal purpose is to arrive at implementable plans and solutions to community problems in a compressed time period.

The pervasive quality of the Middle School Charrette in Bay County was one of purpose, resolution, and stimulation as approximately 50 instructional and non-instructional personnel met in a 5 day session with 20 consultants from the Florida State Department of Education. The consultants were knowledgeable in school facilities planning, curriculum strategy and implementation. They were aware of existing conditions in state schools, and discernible education trends. Local school personnel involved in the writing were those who had indicated through questionnaire their interest in the middle school planning and implementation in Bay County. The rapport which developed as a result of close communication between the State Department of Education Consultants and area committees was a rich experience and one not anticipated to such a degree.

This was Bay County's first opportunity to study the total curriculum for any segment of the organizational structure in such depth. The instructional program was found to be dependent on facilities, equipment, supplies and materials, and particularly on the instructional and administrative personnel responsible for its inception-progression.

The discussions in small and large groups of committee members allowed freedom to express concerns and ideas. The group as a whole became more conductive to innovation as the week's work progressed and could envision an exemplary program in Bay County if the conditions outlined in the written specifications were possible.

The following reports of Committees which developed during the week are allowably first efforts to think through a middle school program for Bay County. We are wel aware that changing situations may warrant revision of the writing before it is implemented, whether that be in the immediate future or several years hence. Each area has followed the format below as closely as practicable:

I. PHILOSOPHY AND OBJECTIVES

A. Philosophy
B. Objectives

II. INSTRUCTIONAL PROGRAMS

A. Course Title and Content
B. Teacher Activities
C. Student Activities
D. Grouping
E. Curriculum Trends

III. SPACE NEEDS

A. Projected Enrollment
B. Group Sizes
C. Number of Sections
D. Number of Periods in Schedule
E. Number of Teacher Stations
F. Square Footage
1.Teacher Stations
2.Teacher work-conference area

IV. EQUIPMENT

Quantity Description

V. FURNITURE

Quantity Description

VI. STORAGE

A. Storeroom
B. Cabinets
C. Shelving

VII. SPACE RELATIONSHIPS

A. Within the Instructional Area
B. To surrounding areas

VIII. SPECIAL CONSIDERATIONS

A. Climate Control
B. Acoustics
C. Aesthetics
D. Utilities
1. Restrooms
2. Water
3. Gas
4. Telephones, clocks
5. Electrical outlets
6. Lighting
7. Reserves

E. Closed Circuit TV-Dial Access

F. Walls, Floors, Ceilings, etc.

G. Service

1. Access
2. Parking
3. Doorways

IX. BIBLIOGRAPHY

Each pre-adolescent and early adolescent, "transescent", is unique in physical, social, emotional and intellectual needs and requires a school program tailored to these needs.

Each learner should progress in all areas of growth at his own rate, both academically and non-academically. The program should include opportunities for developing self-discipline, leadership, basic value and good citizenship. The middle school concept centers around experience-type instruction, coupled with a variety of exploratory experiences.

Guidance should channel from counselor to teacher to learner in his base station. The program should enable the transescent to make personal adjustments, evaluate himself realistically, and begin planning for adulthood in a democratic society. In-life experiences should be of prime concern.

The extra-curricular aspect should be subjugated to the building of basic knowledge and skills. Ability to synthesize from a base of established facts should be the ultimate goal of knowledge and skill-acquisition.

OBJECTIVES

I. Critically assess strengths and needs of individual learners throughout the year.


II. Provide flexible curriculum enabling learner to achieve his maximum potential.

III. Offer wide variety of experiences allowing exploration of courses as background for
selection of future study.

IV. Provide guidance through counselors and teachers assisting learner to develop
positive self-concepts and self-understanding.

V. Adjust content of curriculum, instructional techniques, evaluation procedures, and utilization of resources to accommodate needs of learner.

VI. Assist learner in developing competencies of independent work habits.

VII. Encourage divergent thinking.

VIII. Continually assess program through researching behavioral changes in individual student and methods of pedagogy.

I. PHILOSOPHY AND OBJECTIVES

A. Philosophy

The administrative staff of the middle school shall be responsible for providing the proper instructional environment for implementing the philosophy and objectives of the program. The principal shall be the instructional leader and responsible for all phases of the school administration. Provision shall be made for adequate professional and auxiliary staffing to permit capacity.

B. Objectives

1 Select staff members who subscribe to the adopted school philosophy and Objectives.
2. Assess strengths and needs of all school personnel throughout the year.
3. Continuously involve community and educational agencies in supportive roll.
4. Provide functional facilities, equipment and materials to effectively implement the program.
             5.Continuously assess learning program and effect changes deemed necessary.

II. INSTRUCTIONAL PROGRAMS

The Principal of the school shall serve as the instructional leader of the total school program, The following administrative personnel shall be directly responsible to the principal:

A. Administrative Assistant - responsible for those administrative tasks necessary in the daily operation of the school
B. Curriculum Assistant - responsible for coordinating all phases of the instructional program.
C. Bookkeeper - responsible for all fiscal accounting.3 Secretaries - responsible for
clerical services to the above personnel.
D. 3 Secretaries - responsible for clerical services to the above personnel
E. Clerk-Receptionist - responsible for general office duties in the administrative suite.
F. School Nurse - responsible for keeping health room and serving as school resource person.

III. SPACE NEEDS

A. Reception Area --------------------------------------750 sq. ft.
Men's restroom--------------------------------------------50 sq. ft.
Lady's restroom-------------------------------------------50 sq. ft.
Coat Closet-------------------------------------------------20 sq. ft.

B. Principal's Office-------------------------------------150 sq. ft.
Restroom---------------------------------------------------35 sq. ft.
Coat Closet-------------------------------------------------20 sq. ft.

C. Conference Room------------------------------------200 sq. ft.
Closet-------------------------------------------------------20 sq. ft.

D. Administrative Assistant's Office------------------150 sq. ft.
Coat Closet-------------------------------------------------20 sq. ft.

E. Bookkeeping Room---------------------------------150 sq. ft.

F. Vault Room-------------------------------------------100 sq. ft.

G. Health Room-----------------------------------------200 sq. ft.
Boy's Restroom-------------------------------------------25 sq. ft.
Girl's Restroom-------------------------------------------25 sq. ft.

H. Office Workroom-----------------------------------300 sq. ft.
Closet ----------------------------------------------------- 20 sq. ft.

I. Storage-------------------------------------------------100 sq. ft.
          Toatal --------------------------------------------2385 sq. ft.

note: Curriculum assistant and one secretary will be housed in another part of the building.

IV. EQUIPMENT

A. Reception Area

Quantity Description
1 Typewriter, electric, long carriage
1 Clock
1 Telephone. PBX type
2 Lavatories
2 Commodes

Quantity Description .

1 Urinal
2 Towel Dispensers
2 Soap Dispensers
2 Mirrors, large, wall mounted

B. Principal's Office

Quantity Description

1 Typewriter, Manual
1 Clock
1 Telephone
1 Dictaphone
1 Lavatory
1 Commode
1 Towel Dispenser
1 Soap Dispenser
1 Mirror, Large, wall mounted

C. Conference Room

Quantity Description

1 Telephone
1 Clock
1 Monitor, TV, color
1 Recorder, audio
1 Projector, slide
1 Record player
1 Projection Screen, wall mounted
1 Tack board 4' x 8'
1 Chalkboard 4'x 8'
1 Kitchenette
1 cart for A-V equipment

D. Administrative Assistant's Office

Quantity Description

1 Typewriter, manual
1 Clock
1 Telephone
1 Recorder, audio
1 Adding machine

E. Bookkeeping Room

Quantity Description

1 Typewriter , electric, long carriage
1 Calculator
1 Telephone
1 Clock
1 Tack Board 4' x 8'

F. Vault Room

Quantity Description

1 Safe

G. Health Room

Quantity Description

1 Telephone
1 Clock
1 Sink
1 Tack Board 4' x 8'
1 Cabinet, medicine
2 Lavatories
2 Commodes
2 Towel Dispensers
2 Soap Dispensers
2 Mirrors, large, wall mounted

H. Office Workroom

Quantity Description

1 Telephone
1 Clock
1 Computer Terminal
2 Typewriters, electric, long carriage
1 Adding machine
1 Duplicating machine
1 Sink
1 Tack Board 4' x 8'

I. Office

Quantity Description

1 Typewriters, manual
1 Clock
1 Telephone

V. FURNITURE

A. Reception Area

Quantity Description

1 Desk, secretarial, typewriter lift
1 Chair, posture
5 Chairs, lounge
1 Sofa
3 Tables, End
3 Lamps
2 Planters, 1' x 6'
1 Cabinet, trophy and exhibit, glass doors, locks

B. Principal's Office

1 Desk, Executive
1 Chair, Executive
4 Chairs, lounge
1 Table, end
1 Table, typewriter
1 Lamp
1 Cabinet, file, 3 drawer, legal size, locks
1 Cabinet, storage, enclosed, locks 36" high, base
1 Bookcase, 4 adjustable shelves, glass doors
1 Planter, 1' x 3'

C. Conference Room

Quantity Description

1 Table, oval, 8' x 4'
12 Chairs, multi purpose lounge

D. Administrative Assistant's Office

Quantity Description

1 Desk , executive
1 Chair, executive
4 Chairs, lounge
1 Table, end
1 Table, typewriter
1 Lamp
1 Cabinet, file, 3 drawer, legal size, locks
1 Bookcase, 4 adjustable shelves, glass doors
1 Planter, 1' x 3'

E. Bookkeeping room

Quantity Description

1 Desk. Secretarial, typewriter lift
1 Chair, posture
1 Chair, multi-purpose
1 Cabinet, file, 4 drawer, legal size. Locks
1 Cabinet, storage, enclosed, locks, 36" high, base
1 Table, multi-purpose, 30" x 60"
1 Bookcase, 4 adjustable shelves, glass doors

F. Vault

Quantity Description

2 Cabinets, file, 4 drawer. Legal size, locks

G. Health Room

Quantity Description

4 Cots, single, portable
4 Mattresses, single, soil resistant
1 Table, multi-purpose 30" x 48", drawer

H. Office Workroom

Quantity Description

2 Desks, secretarial, typewriter lift
2 Chairs, posture
2 Chairs, multi-purpose
2 Cabinets, file, 4 drawer, legal size, locks

I. Reserve Workroom

Quantity Description

1 Desk, executive
1 Chair, executive
4 Chairs, lounge
1 Cabinet, file, 4 drawer, legal size, locks
1 Table, end
1 Lamp
1 Planter, 1' x 3'
1 Bookcase, 4 adjustable shelves, glass doors

VI. STORAGE

All cabinets lockable, fixed, shelving adjustable

A. Reception Area

1. Under counter shelves--------------------------------------150 linear ft.
2. Coat closet---------------------------------------------------  20 square ft.
B. Principal's office

1. Cabinet-------------------------------------------------------- 20 linear ft.
2. Book shelves--------------------------------------------------20 linear ft.
3. Coat Closet----------------------------------------------------20 square ft.

C. Conference Room

1. Cabinet-------------------------------------------------------- 20 linear ft.
2. Book shelves--------------------------------------------------20 linear ft
3. Refreshment area cabinets-----------------------------------20 linear ft.
4. Closet-----------------------------------------------------------20 square ft.

D. Administrative Assistant's office

1. Cabinet--------------------------------------------------------- 20 linear ft.
2. Book shelves---------------------------------------------------20 linear ft.
3. Coat closet------------------------------------------------------20 square ft.

E. Bookkeeping Room

1. Cabinet----------------------------------------------------------20 linear ft.
2. Book shelves---------------------------------------------------20 linear ft.

F. Vault Room

1. Cabinet - 50 each------------------------------------------9x9x12 inches
2. Shelves----------------------------------------------------------40 linear ft.

G. Health Room

1. Cabinets, Base--------------------------------------------------40 linear ft.
2. Cabinets, wall---------------------------------------------------40 linear ft

H. Office Workroom

1. Cabinets, Base------------------------------------------------   80 linear ft.
2. Cabinets, wall------------------------------------------------    60 linear ft.
3. Cabinets, drawers (24)--------------------------------------   50 linear ft.
4. Shelves--------------------------------------------------------   20 linear ft.
5. Service Counter---------------------------------------------     20 linear ft.
6. Teacher's boxes, 50-----------------------------------------10x12x8 inches

I. Reserve Office

1. Cabinets (2)----------------------------------------------------  40 linear ft.
2. Book shelves--------------------------------------------------  40 linear ft.

SPECIAL CONSIDERATIONS

A. Climate Control

1. All weather climate control
2. Tinted windows for egress and / or ventilation

B. Acoustics

1. Floor carpeted
2. Walls and ceiling acoustically treated
3. Restroom walls and floor water and soil resistant
4. All offices paneled

C. Aesthetics

1. Appealing, inviting, informal
2. Compatible with other areas of school
3. Drapes at windows

D. Utilities

1. Restrooms

a. Reception area, male, female
b. Principal's office, private
c. Health room male, female

2. Water

a. Hot and cold, restrooms and sinks
b. Drinking fountain in area

3. Gas -N/A

4. Telephones, clocks

a. Utilized center for all communications
b. Fire protection and detection devices
c. Burglary alarm

5. Electrical outlets

a. Floors- 2 110V double convenience outlets each room
b. Walls- 2 110V double convenience outlets each wall

6. Lighting

a. Florescent

7. Reserves-N/A

E. Closed Circuit TV - Dial Access

1. Conduit available for ETV
2. Dial Access in conference room

F. Walls, Floors, Ceilings, etc. - N/A

G. Service

1. Access - Outside entrance in administrative suite

2. Parking - located convenient to entrance for administration and visitors

3. Doorways - Exit from principal and assistant principal's office other than through office workroom or reception area

IX. BIBLIOGRAPHY

American association of School Administrators. Planning America's Schoolhouses, Nashville, Tennessee.

Florida State Department of Education 1969 - 70 Accreditation Standards for All Florida Schools (Proposed) Tallahassee, Florida 1969.

Florida State Department of Education. Post - Session Report: The Middle School, Tallahassee, Florida, Division of Curriculum and Instruction, May 27, 1969.

Grabarkiewicz, K. P. ; Helm, Leslie C.; Linn, Henry H. The School Custodian's Housekeeping Handbook, New York, Columbia University, 1948.

Knezevich, Stephen. Administration of Public Education, New York, Harper and Brothers, 1962

McGussie, C. W. Guide for Planning School Plants, National council for Schoolhouse Construction, Washington, D. D., 1960.

Space Relationships

Bubble Diagram for Administration

PREFACE

As stated in the overall philosophy, the middle school concept centers around experience-type instruction coupled with a variety of exploratory experiences. To promote this instruction, the applied and fine arts area considers itself a family including the following members.

Art
Home Economics
Industrial Arts

Music

This family recommends a block of time to be allocated for use at the discretion of a team of instructors. Team planning will expedite analysis of critical components of instruction unique in the individual sections and coordinate experiences which, by nature, are overlapping. The following specifications state those essentials considered unique to the respective member of the family.

Physical unification in the applied and fine arts section will be accomplished through detailed planning with the architect.

ART

I. PHILOSOPHY AND OBJECTIVES

A. Philosophy

Since effective living and creative thinking are interdependent, all middle school learners should be required to have an introductory course in the visual arts with opportunity for participation in both production and criticism.

The content and structure should be guided by certified art personnel with subject area specialization and broad knowledge of two or more related areas. Guidance of counselors and teachers should assist learners to develop positive self-concepts and self-understandings, as well as insure sequential experiences in acquiring basic knowledge and skills. The art program should be flexible in inter-relating specific activities while offering a wide variety of experiences. Exploratory courses should serve as background for selection of future study in vocational, commercial or fine arts.

B. Objectives

1.Provide flexible structure enabling individual experiences of self-directed creative problem solving .

2. Provide flexible curriculum scheduling encouraging learner to pursue sequential development of self-directed interests.

3. Provide art production experience in which learner explores and increasingly wide variety of material and techniques.

4. Provide art production experiences in which learner increasingly discriminates visual and tactile qualities .

5. Provide art production experience in which learner increasingly discriminates qualities of non-functional objects.

6. Provide art production experience in which learner increasingly discriminates aesthetic qualities of functional objects.

7. Provide opportunity for learner to descriptively analyze natural and man-made phenomenon with an enlarging art vocabulary.

8. Provide opportunity for learner to interpretatively analyze art objects.

9. Provide opportunity for learner to form value judgments of art objects with increasing discrimination.

II. INSTRUCTIONAL PROGRAMS

A. Course Title

1. Instruction to Visual Arts. Exploratory experiences within the realm of basic materials, tools, and techniques. Provision for sequential development of , qualitative-aesthetic judgments, cultural understanding, visual discriminations, understanding of nature inherent in art , and knowledge of man's visual art heritage.

B. Teacher Activities

1. Assess student competencies for grouping and individualized study.

2. Organize groups and designate appropriate activities for emphasis of course content.

3. Assess student growth periodically.

4. Prepare inventory of equipment, materials, and resources aids.

5. Recommend purchase of needed equipment, materials and resource aids.

6.Prepare learning packets including audio-visuals for individual and group instruction.
7. Evaluate school's total art program.
8. Relate art program to other areas within family group (art, home economics, industrial, arts, and music).
9. Involve community resources and lay citizens in designing art curriculum for specific, realistic student needs.
10. Assist community organizations which sponsor effective art education activities.
11. Upgrade quality of art curriculum based on current research.
12. Guide students in art career choices.
13. Actively participate in professional local, state, and national art organizations.

C. Student Activities

1. Criticize art by:
a. Seeing objects
b. Touching objects
c. Talking about objects
d. Asking questions about objects
e. Responding to objects other than verbally or in writing

2. Produce art by:
a. Forming and constructing
b. Printing
c. Drawing
d. Painting
e. Displaying

D. Grouping

1. Size-minimum and maximum 1 to 100 ( approximately 25 per teacher ).

2. Heterogeneous with flexible, modular scheduling.

E. Discernable Trends

Indications are that families of compatible areas of the curriculum (art, industrial arts, home economics and music) should be physically adjacent and provide instruction in a unified program. Complete freedom to adjust schedules of the above areas will be more important as instructional personnel are trained for the open concept and feel confident in team teaching.

III. SPACE NEEDS
A. Projected Enrollment

1. 800

B. Group Sizes
1. Will vary with flexible, modular scheduling from 1 to 120.
C. Number of Sections
1. Will be determined by modular scheduling.
D. Number of Periods in Schedule.
1. Will be determined by modular scheduling
E. Number of Teacher Stations
1. 2 with 2 para-professionals and 2 aides.
F. Square Footage
1. Teaching Stations
1625 sq. ft. each----------------------3,250 sq. ft
2. Teacher work-conference area-----450 sq. ft
3. Storeroom
400 sq. ft. each-------------------------800 sq. ft

                    Total-------- 4,500 sq. ft

IV. EQUIPMENT

A. General Art Laboratory Area

Quantity -Description

450 -Tote trays, 8" deep x 19 _ L x 7 _ w.
60 -Easels, table type, standing and horse
1 -Mat cutter
1 -Trimming board with stand 37" x 31"
3 -Paper cutters 24" x 24"
1- Paper cutter ( for large rolls 36" wide )
3 -Pencil sharpeners, multi- sized
5 -Drying stakes for graphics
6 -Hot plates, double, 3 phase, 120v
3- Irons, electric, steam and dry, 120v
1- Sewing machine, electric, in cabinet
1- Printing press 12" x 24" bed, 10" x 14" chase, manual

B. Ceramics Laboratory

Quantity-Description

1- Kiln, with pyrometer and automatic cutoff, 3 phase, 2350 degrees F., cone 10 maximum 20" x 20" x 20", side loading, with furniture
1- Kiln, with pyrometer and automatic cutoff, 3 phase, 2000 degrees F, cone 03 maximum 18" x18" x18", side loading , with furniture
2 -Potter's wheels, 2 speed, portable, electric, complete with sit-down stand.
6- Wedging board areas. ( preference outdoor area ) 12 linear feet
30 -Banding wheels, 12" head, heavy cast iron
1- Spray Booth, enclosed fan exhaust, 120v, single phase, 24" W x 28" D x  28" H, mounted 32" H stand, with motor exhaust, turntable, control switch, air filter and regulator
1-Sprayer, with diaphragm, ball bearing compressor, gun and hose
2-Kiln carts, heatproof, 24" x 26", 3 tray, 14" free-wheeling wheels
1-Infra red lamp
60 -Tote trays 8" H x 19 _" L x 7 _ W
1 -Pencil sharpener, multi sized.

C. Metals- Sculpture Laboratory

Quantity-Description

 1 -Kiln 23" W x 16" H x 19" D exterior; 12" x 12" x 6" H interior, with  pyrometer, 3 phase, 220v
1 -Kiln, exterior 22" x 13" x 25", interior 12" x 10 _" x 4 _", infra red lamp, 220v
2- Grinders, 1 phase, 60 cycle, 115v, 1/3 H.P., 6" x _" x _", with guard  covers.
2 -Polishing motors, 2 speed _ H.P., 1725 and 3400 R.P.M., 2 spindle, with  switch and hoods
10 -Machinist vises, swivel base, jaw width 4", opening 6".
1 -Hand metal punch, floor model, with standard equipment.
1- Cutter- bender, heavy duty construction, on mobile platform, cam-tactic leverage
1 -Welding screen, triple, portable, 6' x 6' x 6' with casters, permanent fire resistance
1 -Stake stand, 31 _" L x 9" D - top, 18" D - Bottom, stake plate 30" x 8".  heavy duty construction
2 -Welding and cutting outfits, complete with 2 two stage oxygen-acetylene regulators, torch, tips, cutting attachment, goggles, sparklighter, and wrench
6 -Anvils, heavy Duty
6- Anvil stands
4 -Sculpture stands, wooden platform 5' W x 5' D x 18" H, surface fireproof, on 5' lock casters

D. Teacher Work-conference Area
Quantity -Description
1 -Typewriter, long carriage, varying type sizes provide
1- Duplicating Machine
5- Overhead projectors
2- Opaque projectors
5- Projection screens, portable
5- Slide projectors, carousel type
5- Filmstrip projectors
2 -8mm loop projectors
1 -16mm projector
5 -Overhead projector carts
5 -Carts for A V equipment
1 -Camera, still
5-Carts. Supply type, 3 shelves, surface easily cleaned,
             24" W x 36" L x 36" H, 5" casters, hand rail

V FURNITURE

A. General Art Laboratory

Quantity -Description

3-Cabinets, drawing board storage, 83" H x 28" D x 48" W,
1- vertical partition, 2 fixed and 2 adjustable shelves, on 5" lock casters
3 -Cabinets, display-storage, 83" H x 24" D x 60" W,
2 -sloping retractable magazine shelves with storage behind, 2 adjustable
 shelves with corkboard door, pull out chart rack with 12 rails and 3 legal file drawers, on 5" lock casters
30 -Tables, student multi-purpose type, leveling guides, full length reinforcing stretchers, glides for 4 tote trays, 30" H x 42" D x 60" W plastic laminated surfaces
90 -Stools, adjustable height, hardwood swivel seat, metal support and legs
 3 -Chalk-cork assembly, portable, 48" x 72" Chalkboard one side, display material (superior to cork) on the other, mounted on 3" lock casters.
30 -Tables, adjustable drawing, top adjusts to any angle, locking automatically up to 30 o, slides for tote tray, 30" H x 24" D x 36" L plastic laminated surface
6 -Cabinets, tote tray storage, 83" H x 24" D x 60" W, holds 72 trays  measuring 4 _ " H x 19" L x 7 _" W, 5" lock casters

 2 -Lecterns ( table top and 1 free standing), light, microphone jack

B. Ceramics Laboratory
Quantity- Description
15 -Tables, student multi-purpose type, leveling glides, full length reinforcing   stretchers, glides for 4 tote trays, 30 " H x 42" D x 60" W plastic laminated surfaces
30- Stools, adjustable height, hardwood swivel seat, metal support and legs
3 -Chairs, lounge type, upholstery easily cleaned
1- Lectern, light, microphone jack

C. Metals-Sculpture Laboratory
Quantity-Description

2- Cabinets, metalworking storage, 62" W x 22" D x 84" L, lower area with   separate doors, 3 shelves for tore trays, separate lock, top section with hooks and hangers for tools, free standing 5" lock casters
10 -Tables, dual student station, 10 shelves center below work surface for tote
trays which measure 4 _" H x 19 _" L x 12 _" W, 1 double 120 v  convenience outlet for each student in front of work space, work surface laminated plastic
2- Cabinets, tote tray storage, 83 _" H x 24 _' D x 60 _" W on 5" lock casters
5- Work benches, work surfaces 56"L x 50" D x 30" W, 6 storage lockers underneath, storage area 48" D x 36" L x 30" H, reinforced edge grain maple top
40 -Stools, adjustable height, hardwood swivel seat, metal support and legs
3- Chairs, lounge type, upholstery easily cleaned
1-Lectern, light, microphone jack

D. Teacher Work-Conference Area

Quantity- Description

5 -Chairs, teacher desk swivel type
5 -Desks, teacher 6" L x 29 _" D x 28"H, Maple top with semi-circular dropleaf
5 -Cabinets, file 4 drawer, legal size, locks
1 -Table, typewriter
1 -Chair, posture

VI. STORAGE
A. Storeroom
400 sq. ft. storage space per teacher station (total of 800 sq. ft.). These storerooms shall open onto the teacher station, Teacher station and storeroom shall require the following shelving:
B. Shelving

1. General Art Laboratory
480 linear feet open shelving-36" , height floor to the ceiling acceptable, adjustable shelves, surfaces finished with epoxy or equal, celotex ( or equal) onback walls 320 linear feet, closed shelving-36", height not above level of reach of student, adjustable shelves, surfaces finished with epoxy or equal, sliding doors with formica or equal covering 36 linear feet, 18" book shelving with lockable glass sliding doors, interior light, adjustable shelves 16 linear feet, 24" display case, locks, glass sliding doors, interior light, adjustable shelves

2. Ceramics Laboratory
200 linear feet, 24" open shelving, height floor to ceiling acceptable160 linear feet, 26" deep adjustable shelves , all surfaces finished with epoxy or equal, height from 56" above floor to ceiling, open both front and back for air passage can be in four sections on wheels with 5" lock casters

320 linear feet, 24" deep closed shelving, height floor to ceiling acceptable, some counter top available between lower and upper cabinets- covered with formica or equal, adjustable shelves, all other surfaced finished with epoxy or equal

160 linear feet, 24" sliding doors with master lock, height not above 36" from floor, inner walls treated for moisture retention, pull out type adjustable shelving

38 linear feet, 18" adjustable shelves, glass sliding doors, locks

16 linear feet, 24" display case, glass sliding doors, interior light, adjustable shelves, locks

12 linear feet, storage under wedging board area ( if outdoor area impossible) for 130 tote trays which measure 4 _" H x 19 _"L x 12 _" W.

3. Metals-Sculpture Laboratory
320 linear feet, open shelving 36", height floor to ceiling acceptable, adjustable shelves, all surfaced finished with epoxy or equal
320 linear feet closed shelving 36", height floor to 36", counter type top covered with formica or equal, adjustable shelves, sliding doors with master lock, all other surfaced finished with epoxy or equal

36 linear feet, 18" book shelving , glass sliding doors, adjustable shelves, locks
16 linear feet, 24" display case, glass sliding doors, interior light, adjustable shelves, locks

4. Teacher Work Conference Area

40 linear feet, 48" closed shelving, sliding doors which lock individually, adjustable shelves, surfaces finished with epoxy or equal

VIII. SPECIAL CONSIDERATIONS
A. Climate Control

1. Climatically controlled
2. Individual control for each area of open structure art, industrial arts, home economics, and music.
3. Exhaust facilities in ceramics laboratory spray booth.
4. Exhaust facilities in general art laboratory, ceramic laboratory, and sculpture- metals laboratory for gases, acid fumes, dust particles, and paint odors.
5. No air conditioning in kiln area or ceramics drying area.
6. Gentle blower system in General art laboratory for drying work in progress.

B. Acoustics

1. Acoustically treated floors, walls, and ceilings in all areas.
2. Metals-sculpture area semi-self-contained to prevent noise penetrating other areas.
3. Patio area equipped with same inner-school public address systems as classrooms.
4. Teacher stations acoustically treated for individualized wet carrels.
5. Inter-communication station in each teacher stations. Station in metals-sculpture area should have volume control to compensate for class activity noise.

C. Aesthetics

1. Colors should be compatible - neutral , possible color coding of individual storage (tote trays, etc.)
2. Display centers should be neutral in color as to place emphasis on items on display.
3. Display areas should be slightly removed from work areas for good visibility.
D. Utilities
1.Restrooms
a. Student - one for male, one for female
b. Faculty-one easily, accessible to arts area
2. Water
a. General art laboratory should contain 3 sink areas with sinks of 18 gauge stainless steel, acid resistant, complete with gooseneck type faucets, strainers, and interceptor trap, complete with drinking bubbler, both hot and cold water provided.
b. Floor drain in each teacher station.
c. All plumbing should be acid resistant.
d. All spickets should have capability of attaching water hose.
e. Ceramics laboratory should contain 1 sink area with sink of 18 gauge stainless steel, acid resistant, complete with gooseneck type faucets, strainers, and interceptor trap, complete with drinking bubbler, both hot and cold water provided.
f. Metals-sculpture area should contain 1 sink area with sink of 18 gauge stainless steel, acid resistant, complete with gooseneck type faucets, strainers, and interceptor trap, complete with drinking bubbler, both hot and cold water provided.

3. Gas

a. Oxygen-acetylene outlet at each student station, excluding non-wall stations.
b. Oxygen-acetylene outlets in large sculpture area for cutting, burning, heavy duty construction.

4. Telephone

a. One telephone in teacher work-conference area.
b. Clock in each teacher station and work-conference area.

5. Electrical Outlets - Walls - Floor

a. 4 110v double convenience outlets in teacher station centers for A. V. use.
b. 6 110v double convenience floor outlets in each teacher station centers.
c. 110v double convenience outlets on 6' centers along uncovered wall baseboard.
d. 2 110v double convenience outlets at counter height level in building storage room.
e. Inter-communication station in each teacher station.
f. Station in metals-sculpture area should have volume control to compensate for class activity noise.
g. 5 220v outlets for kilns.
h. 2 110v double convenience outlets for spray booth area.
i. 2 110v double convenience floor outlets in potter's wheel area.
j. 110v double convenience outlets 12" apart in infra red lamp area,
k. 110v double convenience outlets on 6" centers in display centers.
l. Exhaust switch over large sculpture area and over other areas where gas is used.
m. 110v double convenience outlet at each teacher work station at counter height.
n. 4 110v double convenience outlets, one for each conference-listening carrel.
o. 110v double convenience outlets every 6" in drying area
p. 110v double convenience outlets on 6' centers in outside work areas

6. Lighting
a. Strong overhead lighting in bulk storage rooms
b. Spotlights with rheostat in display areas
c. Light control switch in each audio-viewing area
d. Strong overhead lighting in entire laboratory area
e. Light in glass display cases
f. Individual lighting (spotlights) throughout each of the laboratories located for effectual display.
g. Rheostat control for variation in intensity of light or angle of focus.
h. Lighting varied in color, angle and intensity in display areas of finished work.
i. Master switch for each laboratory to facilitate control.

7. Reserve

a. Install overhead pulley system capability for drying racks for fabrics or graphics.
b. Install capacity for darkroom (stationary or portable) for addition of photography to curriculum.
c. Reserve water facilities ready for later hookup.

E. Closed Circuit TV Capacity

1. Provision should be made for closed circuit TV capacity - dial access capacity.

F. Walls, Floors, Ceilings, etc.

1. Permanent walls will exist only where essential to engineering of facility.
2. Metals-sculpture area should have fire-resistant walls or movable sight barriers.
3. Barn type design desired with semi-enclosed kiln. Drying, metals, darkroom, and bulk storage areas.
4. Maximum display surface on permanent walls (celotex, tackboard, etc.) as can be placed at eye level.
5. All surface should be easily cleaned.
6. All surfaced in metals-sculpture laboratory should be flame resistant.
7. Variety of textures should be used
8. Colors of surfaces should be neutral to allow for predominance of art work.
9. Studio area floors need floor drains for hosing down.
10. Skylight should be used wherever possible. (Consider dome of plexiglass which could be opened.)
11. Outside view in each area, through glass, plexiglass, or equivalent.
12. Plexiglass innerwall in Metals-sculpture laboratory to give visibility between this and other areas and maintain soundproofing.
13. Furniture and equipment should have maximum portability which will become sight barriers incorporating storage.

G. Service
1. Access
a. Must have access to outside patios, sculpture areas, bulk storage rooms, and delivery routes.
2. Parking
a. Provision for large vehicles during float decoration, parade preparation, field trip loading, mobile displays.
3. Doorways
a. Must have large double outside doorways for equipment and supply access.
b. Glass sliding doors to patio areas

IX BIBIOGRAPHY

Alexander, W. M. The Emergent Middle School, New York: Holt, Rinehart and Winston, Inc., 1968.

Collier County School. A Question- Answer Interpretation of the Philosophy and Program of the Middle School, Naples, Florida, 1968.

Educational Facilities Laboratories. Educational Change and Architectural Consequences. New York: 1969.

Florida Art Education Association. "New Art Accreditation Standards Questionnaire." Tallahassee, Florida: 1967.

Florida State Department of Education, 1968-69 Proposed State Accreditation Standards,Tallahassee, Florida: 1968.

National Art Education Association. "Essentials of a Quality School Art Program." Washington, D.C.: 1967.

National Art Education Association. "Why Art Education."Washington, D.C.: 1967.

X. OVERALL CONSIDERATIONS

A. Provision of fire extinguishers in several locations, including patio area
B. .Provision of special area for 2 and 3 dimensional art objects in progress and completed.
C. Provision of display areas separate and apart from production-activity areas. Desirable areas: administration, media, and large group, multi-use areas.

Space Relationships

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HEALTH

I. PHILOSOPHY AND OBJECTIVES
A. Philosophy

Today's youth are under more emotional strain than any preceding generation. Middle school pre-adolescents are undergoing physical and psychological changes which they are striving to understand. This period of growth and development is characterized by an increased awareness and concern for ones physical, mental, and social development and a search for identity. Changes in the tempo of modern life necessitate the inclusion of a meaningful, unified and comprehensive health service and health education program. A disturbing number of young people exhibit poor health habits and engage in harmful practices that are augmented by gross ignorance of the effects of their behavior. The school has as one of its educational objectives the health and welfare of its students; therefore, the health program should reflect educationally and medically sound principles designed to maintain, protect and improve the health of the middle school student. Since the behavior of an individual is faithful to his values and his concepts. The curriculum must emphasize values as well as knowledge and practice.

B. Objectives

1. Develop a comprehensive plan which includes the utilization of services to the provided, available resources, establishment of policies and staff responsibilities and means of evaluation.
2. Promote optimal health necessary for each student to take full advantage of all educational opportunities.
3. Provide meaningful health education experiences for students at their various levels of maturation.
4. Provide learning opportunities encouraging student discovery and critical thinking leading to the formation of basic concepts and desirable behavior (knowledge, attitudes and practices).
5. Develop a sense of responsibility for decision making leading to the solution of individual family and community health problems.

II. INSTRUCTIONAL PROGRAM

A. Course Title and Content

1. Health Education

The instructional program, planned as one of the basic areas of instruction, provides sequential learning experiences concerning:

a. Body structure, function and care
b. Activity and rest
c. Prevention and control of illness and disability
d. consumer health
e. mental health and personality development
f. family life and human reproduction
g. safety and first aid
h. community health problems (environmental conditions)
i. communicable diseases (including VD)
j. nutrition'
k. mood modifiers (alcohol, drugs, narcotics, and tobacco)
B. Teacher Activities

1. Research and organize.
2. Use efficently a wide range of learning resources and learning activities.
3. Involve students in a diversity of learning opportunities.
4. Specify learning objectives and performance criteria.
5. Evaluate teaching-learning process - - observation conferences, behavior inventory tests.
6. Interpret and record pertinent data for each sudent.

C. Student Activities

1. Read
2. Listen
3. Observe
4. Ask question, interview, and discuss.
5. View A-V materials.
6. Use library tools and resources.
7. Organize information.
8. Evaluate information, observation, etc.
9. Formulate concepts and values.
10. Apply learning experiences to the solution of health problems.

D. Grouping

1. The organizational pattern should include direct health teaching experiences organized into a separate course, Effective health teaching recognizes the wide diversity within the group by organizing learning experiences in terms of the learner's maturity, interests, needs and capacities.
2. Hemogeneous ( for some instructional areas).
Heterogeneous ( for most instructional areas).

E. Discernible Trends - refer to following writings:

Health Concepts: Guides for Health Instruction American Association Health, Physical Education and Recreation (AAHPER)

Health Education: A Conceptual Approach School Health Education Study (SHES)

Synthesis of Research in Selected Areas of Health Education (SHES)

III SPACE NEEDS

A. Projected Enrollment

1. Health Education I- -800 ( one semester for all students).

B. Group Sizes

1. 25
2. Large group (team teaching) 125 - 150
3. Small group (individualized and project work) 10 -15.

C. Number of Sections

1. 12 per semester
2. Teams - - 4.
3. Small - - 30.
D. Number of periods in schedule.

1. Each teacher teaches five periods with one planning period.
2. Regular class periods should be established with pupil load equally distributed.

E. Number of Teacher Stations

1. 3

F. Square Footage

1. Teaching Station - 700 sq. ft. each -------------------2100 sq. ft.
2. Teacher work-conference area------------------------- 300 sq. ft.
3. Storeroom ----------------------------------------------- 300 sq. ft.
Total ------------------------------------------------------- 2700 sq. ft.

IV EQUIPMENT

Quantity - Description

3 -projectors, overhead
3 -projectors, filmstrip
3 -projectors, slide, carousel type
3 -projectors, 8mm
3 -carts, for A.V. equipment
3 -Chalk-cork assembly, portable, 48" x 72" chalkboard one side, display material on  other, mounted on 3" lock casters, sight barrier to floor.
3 -Sinks
3 -Pencil sharpeners
1 -Typewriter
3 -Projection screens, wall mounted

V. FURNITURE

 Quantity -Description
80 -Desks, student, individual, open front table type with storage
3  -Desks, teacher, demonstration center type equipped for audio-visual equipment
3  -Tables. All purpose, accommodate 8
80- Chairs, student, stackable, durable contour mold
3  -Chairs, teacher, swivel type
24 -Chairs, all purpose, semi-lounge
3  -Cabinets, file, 4 drawer, legal size, locks

VI. STORAGE

A. Storeroom
300 sq. ft. adjacent to teacher station with provision for small conference area to accommodate 8 - 10
B. Cabinets
1. 3 cabinets, base, storage underneath, sliding doors, housing sink, formica or equivalent cover.
2. 20 linear feet cabinets, base, adjustable shelves, sliding doors, locks
C. Shelving
1. 30 Linear feet, adjustable open shelves, above base cabinets.
2. 30 Linear feet, adjustable shelves, sliding doors, above base cabinets, locks.
3. 60 linear feet open, adjustable shelves 18" D, floor to ceiling, storeroom.
4. 60 linear feet open, adjustable shelves, 24"D, floor to ceiling, storeroom.

VIII. SPECIAL CONSIDERATIONS

A. Climate control

1. Climatic control provided throughout area.

B. Acoustics

1. Area should be free of unnecessary sound distractions.
2. Surfaces acoustically treated.

C. Aesthetics

1. Area should be attractive in decor and provide environment attractive to students and instructional personnel.

D. Utilities

1. Restrooms - N/A

2. Water
a. Both hot and cold water in sink unites.

3. Gas N/A

4. Telephones, Clocks
a. Telephone in teacher work-conference area
b. Clock in each teacher station.
c. Intercommunication system for entire plant.

5. Electrical Outlets

a. Walls
(1) 4 110v double convenience outlets each teacher station convenient to teacher demonstration table.
(2) 2 110v double convenience outlets teacher work-conference station
(3) 2 110v double convenience outlets storage area

6. Lighting

a. Fixtures circuited and switched for reduction of light by 80 % for use of projected visual aids.
b. Source of natural light in each teacher station

7. Reserves - N/A

E. Closed Circuit TV-Dial Access

1. Provision made for TV-Dial access capacity.

F. Walls, Floors, Ceiling, etc.

1. Portable wall in storage room to accommodate small conference area of 8-10 people.
2. All surfaces should be acoustically treated.

G. Service
1. Access, available to Media Area.
2. Parking N/A
3. Doorways N/A

IX. BIBLIOGRAPHY

Alexander, William M., Ennett Williams, Mary Compton, Vynce A. Hines and Dan Prescott. The Emergent Middle School. New York: Holt, Rinehart and Winston, 1968.

Florida State Department of Education. 1968-69 Proposed State Accreditation Standards.Tallahassee, Florida, 1968.

Goodlad, John I. The Changing School Curriculum. New York: Ford Fund for Advancement of Education, 1966.
Kindred, Leslie W. The Intermediate Schools. New York: Prentice Hall, 1968.

School Health Education Study. Synthesis of Research in Selected Areas of Health Instruction.

Space Relationships

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MATHEMATICS

I. PHILOSOPHY AND OBJECTIVES

A. Philosophy

The Mathematics program should provide for the transescent experiences which develop him to his maximum potential, Each learner should acquire the skills needed for him to function in our m

The physical facilities should be planned for a flexible program designed to cope with a wide range of social, physical and intellectual development.
B. Objectives

1. Provide learner opportunity to acquire the basic arithmetic skills.
2. Provide opportunity for learner to develop understanding for solving computational problems.
3. Provide learner opportunity to gain insight into the properties and structure of our numeration system.
4. Foster the reactive spirit of inquiry.
5. Provide experiences for exploration into the relationship of mathematics to other subject areas and to the full range of life's experiences.
6. Provide opportunity for learner to develop quantitative reasoning abilities in order to cope with his daily experiences.
7. Provide opportunity for learner to develop insight into individual and deductive reasoning, placing emphasis on application to mathematical proofs and logical thinking.
8. Provide opportunity for learner to develop an appreciation of the role that mathematics has played and continues to play in the development of civilization.

II. INSTRUCTIONAL PROGRAM

A. Course Title and Content

1. Transencent Math I

a. Experiences at the mathematical maturity level of the students with emphasis on :

(1) reinforcement of basic concepts, skills and facts
(2) Place value
(3) operation with numbers
(4) number theory
(5) geometry and measurement
(6) fractions and rational numbers
(7) ratio and decimals
(8) mathematical sentences

b. remedial, advanced and enriching experiences to develop and appreciation and understanding of mathematics.

2. Transescent Math II

a. Experiences at the mathematical maturity level of the students with emphasis on:
(1) reinforcement of basic concepts, skills and facts,
(2) integers
(3) introduction to plane coordinate geometry
(4) probability and statistics

b. Remedial, advanced and enriching experiences to develop an appreciation and understanding of mathematics

3. Transescent Math III

a. Experiences at the mathematical maturity level of the students with emphasis on:

(1) reteaching and reinforcement of basic concepts, skills and facts
(2) real numbers
(3) coordinate geometry: introduction to algebra
(4) logic

b. Remedial, advanced and enriching experiences for mathematics develop an appreciation and understanding of mathematics

B. Teacher Activities

1. Lecture
2. Demonstrate by using chalkboard, overhead projector, models, print materials, manipulative materials, flannel board.
3. Show films to large and small groups.
4. Plan individually and in teams.
5. Present materials in a variety of ways.
6. Evaluate
7. Illustrate ideas and concepts relevant to the unit of study.

C. Student Activities

1. Listen
2. Use materials ( A-V, chalkboard, tape, models, filmstrips, previewer, film loop, print materials).
3. See films in large and small groups.
4. Study independently.
5. Report.
6. Work in committees.
7. Research.
8. Use wet carrels.
9. Listen to records.
10. Participate in games.

D. Grouping

1. Size minimum 1 and maximum 150.
2. Homogeneous, heterogeneous, self-contained, block, departmental, etc. Grouping should be flexible so that individual needs can be met.

E. Discernible Trends

1. Correlated learning experiences with flexible blocks of time.
2. Individualized instruction.
3. Large and small group instruction.
4. Accessibility of hardware and software.

III. SPACE NEEDS

A. Projected enrollment

1. 800 students

B. Group size

1. 160 students to each 5 teachers.

C. Number of sections

1. 25 sections of 32 students per section.

D. Number of periods in schedule

1. 5 teaching periods and 1 planning period.

E. Number of teacher stations

1. 5

F. Square footage

1. Teacher stations 960 sq. ft. each----------------------------------------4800 sq. ft.
2. Teacher work-conference area------------------------------------------- 200 sq. ft.
3. Storage room--------------------------------------------------------------- 750 sq. ft.
4. restrooms, 1 boy, 1 girl, 1 teacher-------------------------------------- -150 sq. ft.

Total-------------------------------------------------------------------------- 5900 sq. ft.

IV. EQUIPMENT

Quantity -Description

5 -Projectors, overhead
5- Projectors, overhead, desk type
1-Projector, opaque
1 -Projector, sound filmstrip
1 -Projector, micro
1 -Projector, 16mm
1 -Projector, 8mm super, loop and reel
1 -Projector, slide, carousel type
5  -Projector screens
2 -Record players
3 -Tape recorders
3 - Listening units for tape recorder, 8 earphones each
10 -Previewers, filmstrip
1 -Micro reader
1 -Video tape recorder
1 -Monitor, TV, closed circuit
3 -Antennas, loop, 24 channel possibilities
10-Carrels, wet, free standing, adjustable shelves
1 -Typewriter, mathematical
1 -Copier, dry
1 -Computer
1 -Duplicating machine, electric
6 -Chalkboards, imprinted with coordinate graphs and other mathematical  working tools, portable, casters
5 -Chart stands
1  -Sink, stainless steel

V. FURNITURE

Quantity Description

4 Tables, math discovery, 72"L x 24" W x 29" H, adjustable legs
4 Table round, folding, adjustable legs
40 Tables, trapezoidal 30" x 30" x 30" x 60", adjustable legs
8 Tables, folding, 8', adjustable legs
1 Table, typewriter, adjustable legs
30 Chairs folding, upholstered seat and back
150              Chairs, flexible, thermoplastic seat molds, 19" contour, stackable 20 high  safely, colors varied, to comply with North Carolina Rockhill test.
5 Chairs, teacher desk type
5 Desks, teacher, locks
5 Cabinets, file, 4 drawer, legal size, locks
1 Math discovery center, imprinted work top, write on top, removable waste  tray, illuminated teaching tower, apparatus compartments, student panels.
4 Cabinets, tote tray storage, 47 _" W x 60"H x 22"D, 45 trays 6 _" x 16" x 4  1/4", maple or walnut finish, locks

VI. STORAGE

A. Storeroom

1. 750 sq. ft.

B. Cabinets

1. 30 linear feet base cabinet, teacher work-conference area, book storage, adjustable shelves, sliding doors, locks, 30"D, counter top for work space.
2. Cabinet, sink type, 47 _" W x 26" H x 22"D, sliding doors, maple or walnut finish, blacksplach.
3. 2 Cabinets, 47 _" W x 34" H x 22" D, one adjustable shelf, plastic top, sliding doors, maple or walnut finish, locks.

C. Shelving

1. 30 Linear feet shelving, overhead, adjustable shelves, open, 18"D, located above base cabinets.

VIII. SPECIAL CONSIDERATIONS

A. Climate control

1. All areas should be climatically controlled.

B. Acoustics

1. All floors, walls and ceilings should be constructed of acoustically treated materials.

C. Aesthetics

1. Colors should be bright and inspiring with no institutional look.

D. Utilities

1. Restrooms
a. Adequate restrooms provided for 160 students.
b. Should be conveniently located to instructional area.
c. Faculty restroom should be located in teacher cork-conference area.

2. Water

a. Bubbler should be provided in instructional area and teacher work-conference area.
b. Hot and cold water provided for sink in project center.

3. Gas - N/A

4. Telephones, Clocks
a. 1 telephone in teacher work-conference area.
b. Clocks provided in each teacher station and teacher work-conference area.
c. Inter-communication system throughout facility.

5. Electrical Outlets

a. 110v double convenience wall outlets provided every 10' in instructional, teacher work-conference and storage areas.
b. 110v double convenience floor outlets provided on 10' Grid in instructional and teacher work-conference area
c. Provision for computer and equipment requiring heavier voltage.

6. Lighting

a. Switches should be independently wired for individual area control.

7. Reserves

a. Conduit provided for expansion of equipment usage.

E. Closed Circuit TV _Dial Access

1. Dial access capability provided.
2. Closed circuit TV provided.

F. Walls, Floors, Ceilings, etc.

1. Walls in instructional areas will consist of only movable site and storage barriers.

G. Service

1. Access- N/A
2. Parking- NA
3. Doorways- N/A

IX. BIBLIOGRAPHY

American Association of School Administrators. Planning America's Schoolhouses. Nashville, Tennessee.

Alexander, W.M. The Emergent Middle School. New York: Holt, Rinehart and Winston, Inc., 1968

Atlanta Board of Education. General Educational Specifications for Elementary Schools of the Atlanta Public Schools. Atlanta, Georgia: Department of Administrative Services, 1963

Educational Facilities Laboratories."Middle School: A report of Two conferences in Mt. Kisco on the Definition of its purpose, its spirit, and its shape." New York: Educational Facilities Laboratories, 1962.

Educational Facilities Laboratories. Educational Change and Architectural Consequences. New York: 1969.

Florida State Department of Education. Post-Session Report: The Middle School. Tallahassee, Florida: Division of Curriculum and Instruction, May 27, 1969.

Florida State Department of Education. 1968-69 Proposed State Accreditation Standards. Tallahassee, Florida: 1968.

Florida State Department of Education. Educational Facilities Planning. Tallahassee, Florida: 1968.

Goodlad, John I. The Changing School Curriculum. New York: Ford Fund for Advancement of Education, 1966.

Knezevich, Stephen. Administration of Public Education. New York: Harper and Brothers, 1962.

Space Relationships

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SITE

I. PHILOSOPHY

The school site includes a physical structure housing activities of the school curriculum. This environment is the most important part of the entire educational plant. Therefore, planning for it must be detailed so that much consideration is given to classrooms, equipment, athletic facilities, and other basic needs in the total educational process. School-planned educational experiences and community functions will be enhanced or curtailed by the degree of adequacy contained in the school site.

Today's learning experiences are decidedly not limited to the formal classroom, but rather extend to all of the student's activities, both inside and outside of the school building. Certain educational activities, such as Physical Education, Band and Nature Study will feel the effects of an inadequate site to a greater extent than others, A community's need for recreational facilities for youths and adults could be enhanced with a well-planned school site. Thus, the development and selection of a school site as to size, shape and location must be based on careful, detailed study and must involve in planning all those who will utilize its facility.

Attractive school grounds enhance opportunities for general cultural development and tend to create pride in the school and community. The effort and care expended in designing an aesthetically pleasing building is largely nullified unless similar attention is given to the development of an attractive and useful setting.

II. INSTRUCTIONAL PROGRAMS

A. Course Title and Content (see individual area description)
B. Teacher Activities (see individual area description)
C. Student Activities (see individual area description)
D. Grouping (see individual area description)
E. Curriculum Trends (see individual area description)

III. SPACE NEEDS

A. Projected Enrollment

1. 800 students.
2. 55 instructional staff.

B. Group Sizes (see individual area description)
C. Number of Sections (see individual area description)
D. Number of Periods in Schedule (see individual area description)
E. Number of Teacher Stations
   55 instructional staff.

F. Square Footage
                                              Total             No. Instr.
1. Instructional Areas      Square Footage      Staff

Administration-----------------2,385 -------------2
Applied and Fine Arts
Art------------------------------4,500 --------------2
Home Economics------------3,810 --------------2
Industrial Arts----------------4,690 ---------------3
Music--------------------------2,788 --------------3
Guidance----------------------1,060 ---------------3
Health-------------------------2,700 ---------------3
Language Arts--------------10,130 ---------------9
Large Group Multi-Use---19,060 --------------N/A
Mathematics------------------5,900 ---------------5
Media------------------------10,600 ---------------3
Physical Education (exclusive of
restrooms------------------496,345 ---------------5
Science------------------------9,200 ---------------5
Social Studies----------------5,700 ---------------6
Special Education-----------4,400 --------------- 4

Totals----------------------583,268 --------------55

2. Other

a. Total site minimum for 800 student capacity to meet
Florida State Proposed Accreditation
Standards, 1969--------------------------------15 Acres

b. Bus Turning Radius----------------------- 20 feet

c. Bus Loading Overhand---------120'L x 14'H x 8'W

d. Parking for faculty and visitors---------100 cars

IV. EQUIPMENT ( see individual area descriptions)

V. FURNITURE ( see individual area descriptions)

VI. STORAGE ( see individual area descriptions)

VIII. SPECIAL CONSIDERATIONS

A. Climate Control

1. All areas, except those specified in individual areas, should be climatically controlled with built in provisions for zoning.
2. Sheltered areas should be available for students' protection from inclement weather. This includes bus waiting areas, physical educational areas and student commons. These areas should be well drained and usable in all weather.
3. Mass Delivery areas should be provided with overhead shelter for inclement weather.
4. Site should be free from odors, gases, dust and smoke.
5. Incinerator should be located for prevention of noxious odors to classrooms, cafeteria or office area.
6. Climatic control system should be equipped for zoning with tamper-proof master control.
7. Cooling units should be placed on roof of building.
8. Efficient fume and air evacuation system should be provided for science, industrial arts and art instructional areas.
9. One operable window (no cranks or gears) should be provided in each classroom for emergency exit.

B. Acoustics

1. Site should be free of community noise as much as possible.
2. Shrubbery and gardens should be planned as area sound barriers.
3. Sprinkler heads and pumps should be recessed and located to prevent noise in instructional areas.

C. Aesthetics

1. Should be in undeveloped area zoned to protect the educational program.
2. Should not be located near factories, garages, service stations, pool halls, liquor stores, taverns, or other undesirable neighbors.
3. Should not be located bear heavily traveled highways, railroads, or flight paths of airplanes.
4. Location should be chosen for natural aesthetic beauty.
5. Location should be elevated, if possible.
6. Trees and natural growth should be conserved, where possible.
7. Soil should be conducive to grass and shrubbery growth.
8. Shrubbery and gardens should be planned to enhance beauty of site and withstand rugged use.
9. Physical education play area should be free of all obstructions and covered with mat of wear-resistant grass.
10. Should provide carefully situated display areas for prevention of later cluttering of incidental corridor bulletin boards, etc, Could include system of framing for picture rotation.
11. Use of focal point of "Center of Awareness" of entire complex should be considered.
12. Provision should be made for variety of surface textures for visual and tactile experiences.
13. Design should be contemporary, functional, with air of dignity - and should be compatible with surrounding architecture.
14. Outside seating, flag pole, planters, etc., should coordinate with building and site.
15. Interior colors should produce desired psychological effect.
16. Exterior colors should be compatible with surfaces not requiring paint.
17. Provision should be made for exhibiting student art, both inside and out.

Space Relationships

Bubble Diagram

School Design and Planning Laboratory
125 River's Crossing
The University of Georgia
Athens, GA 30602
Phone:706-542-4067
Fax: 706-542-4054
sdpl@coe.uga.edu

< SDPL>