DOCUMENT RESUME ED 036 108 EF 003 941 AUTHOR KCHN, SHERWOOD E. TITLE EXPERIMENT IN PLANNING AN URBANHIGH SCHOOL: THE BALTIMORE CHARETTE. INSTITUTION EDUCATIONAL FACILITIES LABS., INC.,NEW YORK, N.Y. REEOET NO CASE STUDIES-13 PUB DATE NCV 69 NOTE 51P. AVAILABLE FRCM EDUCATIONAL FACILITIES LABORATORIES,477 MADISON AVENUE, NEW YORK, N.Y. 10022

EDRS PRICE EDES PRICE MY-$0025 BC-$2.65 DESCRIPTORS COMMUNITY INVCLVEMENT, *PLANNINGMEETINGS, SCHOOL BUILDINGS, SCHOCI CONSTRUCTION,*SCHOOL DESIGN, *SCHCCL PLANNING, *URBANSCHOOLS ABSTRACT A DESCRIPTION IS PRESENTEDOF AN INTENSIVE DAY AND NIGHT EFFORT INVOLVING THECCMMUNITY, ARCHITECTS, ANDEDUCATORS IN THE DESIGN OF AN URBAN SCHOOLFACILITY. FOLLOWING A DESCRIPTIONOF THE BACKGRCUND AND SETTINGOF DUNEAR HIGH SCHOOL, WHICHIS LOCATED IN A BALTIMORE GHETTO, THEChARETTE PROCEDURES USED INFORMULATING A SCHCOIHOUSE DESIGN ARE DISCUSSED. (FS) Board of Directors Officers Milton C. Mumford, CHAIRMAN Harold B. Gores, PRESIDENT Chairman of the Board, Lever Brothers Company Jonathan King, VICE PRESIDENT ANDTREASURER Alan C. Green, SECRETARY Alvin C. Eurich, VICE CHAIRMAN President, Academy for Educational Development, Inc. Clay P. Bedford President, Kaiser Aerospace & Electronics Staff James C. Downs, Jr. Robert M. Dillon, AIA, CONSULTANT Chairman of the Board, Real Estate Research Corporation Lucille Gordon, LIBRARIAN Henry Dreyfuss Ben E. Graves, CONSULTANT Henry Dreyfuss & Associates Peter Green, EDITOR Lillian Sloves, PUBLICATIONS ASSOCIATE Morris Duane Mary C. Webb, ASSISTANT TREASURER Attorney, Duane, Morris and Heckscher Ruth Weinstock, RESEARCH ASSOCIATE Edwin D. Etherington President, Wesleyan University Harold B. Gores ?resident, Educational Facilities Laboratories J. E. Jonsson Honorary Chairman Gj the Board, Texas Instruments, Inc. Philip M. Klutznick Chairman of the Board, Urban Investment and Development Co. Winthrop Rockefeller Governor, State of Arkansas Howard S. Turner Educational Facilities Laboratories, Inc. is a non- profit corporation established by the Ford Founda- President, Turner Construction Company tion to help schools and colleges in the United States and Canada with their physical problems by Benjamin C. Willis the encouragement of research and experimenta- Educational Consultant tion and the dissemination of knowledge regarding (formerly General Superintendent of Schools, Chicagoan.) educational facilities. Experimentinplanning an UrbanHighSchool: TheBaltimoreCharette by SherwoodD. Kohn

A report fromEducational FacilitiesLaboratories Library of Congress CatalogNo. 71-106009 First Printing: November1969 Additional copiesare available from Educational FacilitiesLaboratories 477 Madison Avenue New York, N.Y. 10022 Foreword

Charette: "A final intensive effort to finish a project, particularly an architectural project..."

The Baltimore charette wasn't quite the dictionary definition of a cl, Jette. It was not the final, but the opening, intensive effort to involve community, bureaucracies, architects, and educators in the design of a schoolhouse.

Dunbar High School is old, tired, and in need of replacement. And, like so many of the used- up buildings in American education, it's in a ghetto. There has been increasingly vocal dis- satisfaction with schools built in the central cities and particularly in the ghettos and with the process of building them which has often excluded effective community participation. The Dunbar charette was an experiment in participatory democracy and planning initiated by the United States Office of Education.

Inside Dunbar High School, some of which dates back 54 years, the participants were in- volved in night and day sessions of sufficient intensity to produce friction, frustration, and creative synthesis of ideas and concepts. The fact that they were there in the school was a constant reminder of the realities with which they had to deal. Stargazing was not part of the curriculum.

Because of Educational Facilities Laboratories' long-standing interest in the improvement of urban schools and in experimental approaches to that end, we agreed to report in depth on the nature and resultsof the Baltimore charette. Obviously the U.S. Office of Education was impressed with the results since they now have plans to assist in the funding ofsome 20 additional school planning charettes.

Bringing together professional planners, architects,committee members, and the various bureaucratic agencies involved in school planning inan intensive day and night effort to establish the basicprogram, spirit, and preliminary design outline for a school isno substi- tute for the long professional planningnecessary for a superior school building. But it did, in this instance, provide basic inputs for design, andit did permit the various elements in the community to have considerable positive influenceon the design of the building which will result.

A school building, is, however,a thing not a process, and the process is valuable to the ulti- mate architecture only as reflected in the building. So the jury will necessarily stillbe out on the ultimate value of the Dunbar charette until thenew Paul Laurence Dunbar High School is up and functioning.

A charette is obviously not the onlyway to get a high level of community participation in planning schools, but it isone new and exciting way to do this, and consequentlywe think that those of you concerned with school planning, particularlyin the older and larger cities, will find this report of real interest.

Educational Facilities Laboratories

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.14 : . Is? .4,400 ,*Ais% ' `4 The BaltimoreCharette About 100 adults, most of them black residents ofnatives and land use to the assemblage, a Black East Baltimore, gathered quietly in the girls' gym ofPanther, dressed in a black hat and black robe, inter- Paul Laurence Dunbar High School on the eveningrupted, advocating forcible seizure of land for the of February 28, 1969. They listened with mountingschool. The atmosphere of the meeting was immedi- impatience as four community representativesately charged with apprehension. The note of vio- droned on, reporting the results of a two-week, in-lence grew sharper. tensive conference aimed at developing educational specifications for a new Dunbar High School. "The only way for the black man to get anything," shouted the Panther, "is to get a gun!" A short, bald- The meeting in the gym, billed as a "confrontation,"ing man leaped to his feet. "The only thing you'll get but actually quite similar to an old-fashioned Newthat way is a bullet!" he shouted back. "You're like England town meeting, was peaceful, even boring.an Oreo cookie," bellowed the Panther, "black on Baltimore's superintendent of public instruction, Dr.the outside, white on the inside!" The meeting erupted Thomas D. Sheldon, sat impassively in the audienceinto a bedlam of shouts and recriminations. with his administrative aide, Sterling Keyes. A gray- ing, firm-jawed man in his late forties, SheldonIncongruously, the architects continued drawing be- looked like an infantry colciiel waiting for the nexthind their wooden screens. Their world had nothing barrage. He was the only member of the white powerto learn from the shouters. The disrupters were too structure in the audience. late The conference had made its proposals, and there had been no objection to them, at least from The opposing batteries were scattered all aroundthe moderate element of the community. Racial an- Sheldon, but on this night, at least, they weren'ttagonism was no longer meaniagful, and vandalism aimed in his direction. Some half-dozen Black Pan-intellectual or physical--was no longer an effective ther Party agitators, who had been posting hand-force. The black community had progressed from lettered signs and distributing mimeographed hand-protest to planning. bills denouncing the gathering and its sponsors as "Uncle Tom," were stationed in the audience. Their"For one time," said a member of the audience, Afro hair styles and dashikis clearly set them apart"everything was laid on the table. We found out that from the rather middle-class crowd. little people can move big people."

In a corner of the gym, behind a makeshift partitionAbout a million people live in Baltimore, Maryland, of plywood panels, a group of architects and archi-a 240-year-old city of red brick, rowhouses, and a tecture studentsconsultants to the planning con-congested downtown area that only recently began to ferenceworked feverishly to translate the tenets ofemerge from a grayness that the sun failed to pene- the new Dunbar philosophy into graphic form. Thetrate and the city fathers neglected to relieve for more abstract designs, representing a fresh approach tothan three generations. secondary education in the inner city, would be pre- sented to the conference's final meeting on the fol-Within the city limits, neither the area nor the popu- lowing day. lation served by any one school can be neatly defined. Baltimore has no school districts. The city's Board As one of the discussion leaders explained site alter-of School Commissioners, complying with the U.S. Supreme Court's desegregation order, decided in Baltimore can be described by a label that we have 15 Theonechildfavor ofarea withinof Baltimore's open and the enrollmentpopulation metropolitan 207 public in served 1954. schools. limits byTheoretically, Paulcan attend Laurence any ownedlackingday,munity.come devoid to businesses, aassociateAbandoned substantial of most with itcommunity bynumberoffers suburbia; its wage little of serviceit lucrative, earnersmoreis a bedroom agencies, than during resident- a placecom- andthe fromDunbaraofdescribed high racial the Highcrime rest segregation, than of School,rate Baltimore.most, have however, because economiccut offThe theit candebilitating is deterioration,southeast virtually be more quadrant effects isolatedeasily and Mostimproveoutto sleep. of thethe conditions. money community. earned The byVeryeconomic East little Baltimoreans energy remains of the toflows helparea Practicallybarrierthatof the of city was Johns as speaking, present effectively Hopkins during Dunbar as a Hospitalthethewall. High time And School of in the one physical drawscharette. instance its colonialrialbusinessis constantly skills state acumen,contributes sapped.of dependence. financial immeasurably The fact resources, that itstoward residents and anmanage- almost lack Baltimore,"totalmate,square1,400 is by miles muchstudents more an and inner greater,than inhabited,from city81,000 anmoreslum area accordingpeople. coveringthan known 202,300.Unofficially, to aboutonly official asInthree "Eastesti-any the Actually,stantself-respect.ofmunity. purpose, internal InEast the an Much Baltimore power past,underlying of it strugglesitshas barelyvitality lacked altruism qualifiesthat isan dissipated thatoverridingprevent comes as a itscom-in sense fromresi-con- urbanWithindentsevent, are renewal, atEast leastblack, Baltimore, 74 anpoor, per average cent alienated,much of family of East which and Baltimore's consists disgruntled. is destined of resi-four for ignoreddistricts,Thedents area from by spreadsand acting the is press. almost intotogether Baltimore'sTheoretically, a politicalfor the common 1st vacuum Eastand 2ndBaltimoregood. virtually voting year,persons,Like60 per the many cent averageunemployment deterioratedof the family population urbanincomerate isis residential 1816.7 is years about per old cent,arcas,$2,750 or older.and East a largestvyingfactions,blackis represented forDemocrat, bloc controlincluding of black by ofis Eastactive.six thevotes councilmen, Baltimore'sBlack inAt the this Panther city. writing, potential but For Party,only better various as one, arethe or a ofDunbarswingworse, black in its High Eastany political direction.Baltimore.School groups is situated Directly have almost south ofin the schoolcenter been fragmented to urgingdropoutsanyas of other March, others spend high to 1969, schooltheirjoin them. leisurewas in Baltimoreand14.2 time, per which centhigher manyis abundant, of than the hoodtheisgardedlies relatively west a topublic as theis stable, badly north,little housing lit itscrime. muchand homes project. crime-ridden. Another of are which Itswell-kept, housing residents is Thescheduled neighbor-projectand are there re-for to werejuniormainbuildings,The neverschool's wing, high raisedsome schoola physical four-story ofto inwhichadult 1931 plant bricklevel) date (the is astructureback ,drinkingpatchwork is laid 54 outyears. builtfountains ofin asanfiveThe a 16 flourishesurban renewal, there, isrun-down the worst bars of all. and Crime restaurants of all kinds oc- auditoriumL shape, with and the gymnasiums main entrance stacked at the at theangle, end the of 4/. withthecrapandcupy parked land ongame. almost weekends to truckstheJohns every east Hopkinsandlocal ofcorner, therun sports school.an Hospitalthe all-night close dope occupies offtraffic "big a short money"is most heavy, block of mosttion.theThe ofstructureeast-west building Dr. the Thomasclassrooms remainsisleg, aging andD. occupying Sheldon,and solidthe itsadministrative and design Baltimore'sisthe kept north-south is inflexible, in officesfair superin- condi- leg. andbut poetCourtAstudents, once-proud had, Justice in the the Thurgoodinstitution high winter school ofMarshallthat 1968-69, named numbers among for sunk U.S.a major itsto Supreme formeran Negro all- munityphysicalplanttendent in desiresneedof justification public of one. renovation, instruction, I thinkfor a newthat's feeling regards school, terribly that it but "thereasimportant." thea usable com-is no coursesneitherevantyearstime level ago, to.tiat raised the students ofwere impotence.realities nor standard sustained found of Itsmost contemporaryin thecurriculumsecondary of level its instruction of schoolsofferedlearning life, and irrel- only20 ex- it deficienciesCommunitydentsracialfrom a harborproblems. complex sentiment, of long-standing Dunbar ofPrimarily, needs, which High focusedfeelingsmostSchool, the Dunbarof on actuallyofthem theinjustice areaphysicalrooted arose resi- and in lectedAtperiencedit, this "Kids both writing, in don't inits and feeder getDunbar out attention schools. of students school. from Asare teachers one generally student or parents. neg- put HopkinsmuchSegregation,deprivation. of Hospitalthe resentment. de facto administrators and And otherwise, the over attitude theaccounts years of Johns also for timebusyFurthermore,The only basis.working attention Families forstudents a they living are getare largeto is often attend from and toothe schoolneighborhoods poorpolice." on and a full- too infaction,contributedThe East Johns Baltimore.mistrust, substantiallyHopkins and hostilityHospital toward whichcomplex, the generalis felt an byexpanding dissatis- blacks motivationcrowded.ofparentnecessary education. to Studentsvisitors and for Theproperseem that lack official teachersonly learningthe u.oprivacy, drop-out as perform v%311and time,growth. rate asthe students andat motions Dunbar,It space is lackap- manymedicalacrossdirectlycomplex years the eastresidents that street behind of now Dunbar from and coversa block-circling, theirthe High moreschool, families School. than Johns chain-linkhave 32 In acres, Hopkinsfact,lived justlies andfor MUT_ =rt. inpeparliol +maw --mow ' Aig amjI' _Ur An_Ja_m .A .=

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munities. They lay the groundwork for a striving thatThe open enrollment policy, inzant, eviate some has been directed, for want of a more tangible sym-of the pressures of de facto segregation, actually ag- bol, toward the improvement of the only sizablegravated Dunbar's problems. While other high 19 public facility in the entire three-square mile sector:schools attracted top students by specializing in up- its high school. to-date academic disciplines, Dunbar lost them by offering an outmoded liberal arts, college preparatory The most recent campaign for a new Dunbar Highprogram. It seemed to Dunbar faculty, students, and School dates back to 1965, when teachers, students,students' parents that the school was specializing in and members of CORE staged a sit-in at the adminis-second-class citizenship. trative offices of the Baltimore public school system. But the school's problems can be traced much fartherFaculty members say that parents became discour- back than that. It is almost certain that Dunbar was aaged and took little interest in the school. Students disadvantaged school from the moment its studentand teachers alike felt that parents cared nothing body became totally black. Perhaps itwas alwaysabout their children. Teachers had the impression that way. In any event, the problem reached crisisthat they would be unable to obtain instructional proportions during the 1950's. materials even if they asked for them. Students be- lieved that the very name "Dunbar" on a job appli- At that time, the school's 1,800-student-capacitycation would result in their automatic rejection. patchwork bulged with 4,000 students. Some classesNeither teachers nor students seemed interested in numbered as many as 50 students, teachers "floated"class attendance. Student morale sank so low that among several groups, and even the addition of fiveadvancement from the ninth through the twelfth temporary classroom buildings in the schoolyardgrades to graduation carried no sorial prestige within could not accommodate the overflow. the student body. Dunbar did not even publish a school newspaper, although its print shop was fully Crowding was eased somewhat by the school system's capable of turning one out. * The school's population open enrollment policy and by a trickle of emigration from the area as people were relocated, but addi-gradually dropped below capacity, supplies became hand-me-downs or dwindled to a trickle (the art de- tional negative factors continued to contribute toward partment, for example, received a materials allotment Dunbar's decline. Curriculum petrified, dropout's in- of $600 in 1967-68 ), creased in number, and physical conditions deterio- and its academic reputation rated. In 1963, long-suffering students finally revolted against the food in Dunbar High School's cafeteria. *A school newspaper was founded soon after the charette. .` ar! 20 fell so low that Dunbar dropped off the list of schools playground. Beyond these vague outlines, the page Forcetime.Finally,available Linking campaign in for 1968, visits their thefor fromdemands PTAan outside athletic decided to a observers. Dunbar field to try(Dunbar Youth one more Task has usualinvitedsignCochran,was blank.contract obsolete to Stephensonparticipate The aftereducational Baltimore the in & itcharette Donkervoet instead specifications. wasof working wasconceived given from a and de-the architectural firm of Council,north),noneandlass, andDr. the a metgroup Sheldonthearea's withnearest ofonly (thenthe15 interested recreationparentspresident only twoand representativeof months Robertthe school inL. officeDoug- board to City as field is 10 blocks ofObviously,munitytices building and for curriculato a physical newperpetuate plant. would quality theThe beold might demands to administrative subvert be met, of the the but, purpose com-prac- if the Sheldoncity'sTheyschool wereCapital superintendent) had answered favoredImprovement withthe and allocation a Plan.$10.5 outlined million on their the slicegrounds problem. of the of buildingeducationalfacultyfirstMoreover, from and would students withintoitprograms seemed constitute remained change imperative remained only itsunmotivatedan intangiblesbefore emptytounchanged, change palliative. and Dunbar the physically,newspacetationanda real Dunbar needin the butthe for elementary aswould necessitya afirst-rate fulcrum return for andinner for additionalthe junior community old high instructional rehabili- city high schoolnot building to its schools. A nothingItingany was boards.of itsaxiomatic less outlines than educational thattook the shape new onexcellence. DunbL. should If it offered offer the architects' draw- TheoriginalaBut structure, Baltimore what function kind begun Planning of as a by aschool junior 1970, Commission would high. that would the newrecommended Dunbar be? accommodate forprovidewitha Hopkinstruly productive the effective, allcity's Hospital,with otherlives. anfirst-rate educationhigh And it could schools withprogram, thattakeits for proximity could advantage ittop could students equip competeto Johnsofthem and that pavedaabout and10-acresmall 2,000 an withcity elementaryblock healthasphalt,students now center, occupied isand school. currently anbe indoorbuilt by The Dunbar inon prospective use4.5 asacresHigh a school School,of thesite, recreation center, withgraminstitution'san assetapproacha asfull its to program instructionalthefacilities might community. of returntocomprehensive conduct specialty. Dunbar a paramedical In toeducation, combination its suchpro- position as usable set of proposals orguidelines for the ultimate Coincidentally, about thistime (November,1968), fordesigners, and representativesof the community Walter E. Mylecraine,Assistant Commissioner decision-makers--would be di- Construction Service in theU.S. Office ofEducation,power structureits rectly confronted withthese proposals.Ideally, the wrote to Larry Reich,the director ofBaltimore's De- involved in the guidelines' ti offering seed money toconductdecision-makers would be partment of Planning, find it difficult to dis- "charette" on an urbanrenewal area increation and would therefore a theoretical approve them onthe grounds of alack of prior West Baltimore. knowledge, of not havingbeen consulted, of not Charette is a term borrowedfrom architectural usage.being committed, etc. Literally, it means "cart" or"chariot," implying the Architects would take partin the discussions as pro- speed of wheels or a racedown to the wire,and came 21 fessional consultants,Mylecraine felt, inorder to to be appliedcolloquially to the marathondesigning translate the charette'sproposals into conceptsthat sessions of architectural teams.In essence, it con- could easily be usedby other architectswho would notes a crashproject, completewith deadline and perform the actual taskof design. In otherwords, around-the-clock brainstorming,and up to the time the charette architectswould pre-digesttheir fellow that Mylecraineapplied it to practicalplanning, conferees' abstract ideasand feed them totheir pro- "charetting" was largely aprofessional, even student, fessional colleagues almostintravenously. exercise. The concepthad seldom, if ever,included especially the generalpub- clients of any kind (and It was hoped.thatby meshing thecommunity directly immediately lic),or consultantsother than those with professional resourcesand with thoseimmedi- aspects of design. concerned with the structural ately responsible forpublic works and services,much red tape avoided,and closer growing sentimentin thetime could be saved, Mylecraine, reflecting a client and architect.The de- could no longer main-liaison gained between profession, felt that architects particularly within the com- detached attitude towardde-cision-making process, tain their traditionally might be shortenedconsid- that architects, ratherthan spend-munity power structure, sign. He advocated erablyperhaps by as much aseight monthsand ing their entireplanning time isolatedfrom the client converted almostimmediately into a programfor (which in the largest sensecould be a whole com- munity), should immersethemselves in the environ-implementation. length of time ment, closetthemselves for a specific Mylecraine first tried the newcharette method (but representatives of the com- with consultants and without communityparticipation)in Columbus, hammer out a design con- munity, and be directed to Ohio, during the springof 1968. At theconference, cept closelyrelated to a total milieu. the Ohio State UniversitySchool of Architecture professionals and studentsfroth all Furthermore, at all pointsin the planning process,played host to 65 over the country.For two weeks, thecharette dealt short of actually creating astructural design, thepub- with school-relatedurban problems in Atlanta,Phil- lic would be intimatelyinvolved as a majorpartici- adelphia, Hartford, andBaltimore in an intensive pant. Layrepresentatives of thecommunity would series of dialogues andproduced programswhich take part in brainstormingsessions and maketheir were thensubmitted for furtherconsideration in three constituents' desires known.Professional consultants of the four cities. would listen, advise,mediate, and help compose a 1 I s i iiv II: . A second charette was held for a week in January, two months before the charette, it was decided that I County,charettesomeArchitecture1969, 50 whenwithMaryland. students aatthe wide College University andThe variety professionalsobject: Park, of of citizensto Maryland,Maryland's help to thatfrom confer predomi-gathsred School Calvert in aof rette,expertsnityevery theywasat effortwould all wouldto levels. play should be remain broughta Even dominant be madeonlymore in to as role.tothan take resource involve Although that,part inthepersonnel, the commu- various cha- Theittonantly grappled theCalvert future rural Countywith countyof itsa relatively total charetteassess education its simpleproved master program. set successful, plan of social in relation prob-but thetems.organizinglatingproviding realm Itpolicy wasof information decision-making. masses agreed statements ofthat andinformation theyinto technical specificbe only intoassistance, consultativedirectives, logical trans- sys- and in forsions?poorcircumstances,lems. social housing, HowLarry and wouldReich, physical i.e.,political inwhoa charettean rejuvenation, sawurbanimpotence, the workarea charette beset underand suggested asby racial a difficultpoverty, catalyst ten-that teacherSteeringallSubsequently, concerned at Committee." Dunbar thegroups, CommunityHigh formed Mrs.School Hattie Council, aand "Dunbar chairmanN. meeting Harrison, Charette of with the a projectMylecrainening under as an complex,experiment consented,switch hiseven inand,seed communityexplosive, inmoney doing conditions.to schoolso, the initiated Dunbar plan- a theachosenchairman;Dunbar claimsBaltimore as Communityinvestigator executiveMelvin Community Moore, chairman;for Council, the Jr.,Schools local a Mrs. fieldwas office program,Rosie namedcoordinator of theS. generalKeene, Socialwas for innerone.school.mentalsearch Since city forThethan burdened answersDunbar task those of the isconcernedwithto an Dunbarquestions urbanalienation charette schoolwith even and the locatedwasmore deprivation, shape a funda-critical in of an a Stateexpert,Securityand College,Dr. associate Administration, James Baltimore, Haywood professor was and Harrison, of designated a education Dunbar a group Highas at secretary, Morgandynamics School Duringeconomictricablyit was assumed preliminaryentangled problem that with plaguing planningDunbar's almost the workshops everydifficulties area. other thatsocial are beganinex- and andwouldwasgraduate, detailedlatercharged oversee with was planswith formingcompleted named thefor theadministration charettethe neweducational nucleus school. chairman. of of specificationsa councilthe This charette groupthat The steering committee, aided by the city planningtold not to inhibit discussion, particularly that of a department and the office of the school superintend-visionary nature, and would be given no rigid struc- ent, solicited funds from various interested groups.ture to follow in conducting their sessions. Their task The U.S. Office of Education contributed $10,000;was to guide their groups toward consensuswhich the Baltimore City Department of Planning gavewould be developed into more formal programs or $5,000, plus the services of Harold Young, its chiefproposals. These could be translated into community planner, and his staff; the Baltimore public schooldevelopment plans and educational specifications, system gave $8,000; the State Board of Educationalthough the charette was not expected to produce gave $17,000 to make a total of$40,000 for defrayingsuch an organized entity. the expenses of administering the charette, housing In order to expose the dialogue participants to the guest-participants in a nearby hotel, and paying offi- broadest possible range of subject matter, the steer- cial representatives, consultants, and administrators. ing committee planned to rotate each group of lay- The steering committee designed the charette formatmen every day and a half, whilethe resource person- to run for two weeks without scheduled days off andnel remained stationary. It might have been simpler with daily discussion groups meeting from 9 a.m.to rotate the experts,at least from a physical stand- until their business was completed in the evening.point, but it was thought that the act of moving com- Participants would be given two hour periods formunity residents from one conference area to another lunch and supper, and cafeteria privileges were ob-would emphasize the change of subject and make the tained at a nearby Johns Hopkins residence hall. Theseparation clearer in the minds of the conferees. Each Sheraton-Baltimore Inn on the block between Dun-evening after supper the resource personnel would bar and the hospital would provide housing for cha-convene to summarize the day's discussionsand re- rette participants and evening conference rooms whenfocus them for the following day. the school was closed. After the six days of discussion, a two-day critique Following an initial two-day orientation period, cha-and reshaping period would allow the four dialogue rette participants would be assigned to four dialoguecommittees to distill their ideas into tentative propo- or discussion groups designated according to subject,sals, which would then be aired in a "citizens' con- i.e., Community Services, Educational Processes,frontation," a method, like that of the old-fashioned Manpower Development, and Community Develop-town meeting, for airing ideas in the community. ment. Each would be led by a representative of theFollowing that, another day of refining would pre- iay community and aided by one or more of the re-pare proposals for a critique and a final"confronta- source people. tion" with citizens and public officials. The entire For six days, these dialogue groups would brain-process would culminate on the 13thday with a last storm, exploring as many aspects of school planningcritique and a formal presentation of proposals, fol- as possible without considering the practical eco-lowed on the 14th day by an architectural presenta- nomics or the feasibility of programs beyond thosetion which could be translated into directives for the that might be beneficial for Dunbar's students or theirsteering committee. community. In general, the charette followed the course that the Dialogue leaders, as well as consultants, would besteering committee had charted for it. Discussion- 24 group leaders were chosen from among those area cussion toward general goals, obviously a difficult Theandbyworkingresidents resulta motherpostman was withmost ofthat others, namedrespected eight the dialogue and namedNathan forskill their Lucillesessions atIrby, getting stability, a Gorham,teacher'swere things talent headed done. aideand for taskConsultantsjectsnished despite to eachbe covered.the chairman were fact that recruited with the asteering working from committee as outline far away of fur- sub- as ActionJameswasand activeaR. Agencymember Tyler in theandorganizers. of sixcommunity.Samuel neighborhood AllSawyer, were Mrs. bothhighlyuplift Gorham, Community groups. articulate in fact, studentseconomists,TheyresourceHouston, included personnel fromKansas sociologists, Cornell architects, City, attached andUniversity andcityDayton, to eachgraduate planners, and Ohio, Hampton architecture educators,to serve In- as discussion group. dimensioneveryonetionallyInitially,leaders random. werediscussion-group full and exposurerotated,overcome Rotation too, to subject-overlapof inthem, membershipthe an dialogue effort and, to topics wasamongadd inten-another gave the later, group MedicalTheofstitute Miami Baltimore (Virginia Institutions, at Oxford, Gas ) Ohio. &the Electric Catholic Co., Archdiocese Johns Hopkins of , and students from the University groupgivenOncefour committees. theadynamics, short dialogue course identification leaders in leadership; were of chosen, the techniquesroles they were of people moreHospital,nearbyBaltimore,program, City new MarylandHospitals, amongthetown Rouse of others, Columbia, Nurses'and Company the also BaltimoreAssociation, sentMaryland), (developer theProvident ofBalti- the representatives. Model Cities playInandparticipants, its instimulating briefings,groups, simple the free the purposes discussion.charette methods ofadministration ofvarious drawing discussion out ideas 'empha- ofinwereIn theDunbarall, drawn discussions,some High from 132 School people,the and surrounding werethe more faculty represented than area,and half student full-time of whom body by participated andcernedpation.groupsized to the reactionsavoid aboutGroup need constricting the forleaders and intensitya diversity requirements, were structure of instructed of views opinion, while and or nottheir sensitivitymoving to sources, be con- dis- to total partici- givenConsultantsprofessional5 teachers stipends andand fees,covering 8administrative students accredited food, chosen lodging, graduate personnel by the transportation, students student were paid body.were and a small allowance, teachers were kept on salary callingshealth officers, to discussion politicians, and andpreliminary persons ofdecision- various theirthepantscharette (asamount regular were were administration paid they jobs.some $25 lost of a by theday )this consultantsto extendedoffset in some absencenot paid measure from by the , and community partici- LaurencewhenThemaking integrity there Dunbarwith is respectofa Highminimum the charetteSchool.to the of projected isstructure. maintained new This Paul best in- . . . racialconfusion,towardThe first tension, consensus. week strangeness, itwas seemed aBurdened quiet, toimperfect lackarduous in anyits earlyperiodknowledge,purpose stages of savegroping withand the thatofournotformal oursome ruledialoguewe considerations.characteristic would outquestions the through do importance well which of the It tothe appears holdframingappear charette, of ingiving tomind and however,me,be direction acceptancebasicanswers therefore, todoes allto Gradually,singleemergedsubjects,plan themost best asobstaclesand important peopleschool assumed possible.warmeddiminished, one: sharp an to overriding focus,each goals other and and desireandproposals concepts their to acteristics?Dunbarquestions1 Who High arelike thethese:School? persons What to beare served their basic by the char- new whowerealsoexperience,tects. were organized for Above singularlythe notstudents all,into only the aenlightened program forcharette of theDunbar dialoguefor wasby use theirand an by participants,educationalthelabors, the visiting archi- but communityteristicswho32 What study doofare for theweat the theDunbarrWhat wantDunbar expectationsnew to Dunbar? happenHigh Schoolshould toof the parents graduate?be young the andcharac- people the auditorium,orientationTheconsultants. first day, speechesfollowed a Sunday, bydelivered was a walking devoted in the tourto greetingshigh of the school area and 6for5bar4 WhatShouldHow housingbe diversified maykinds the in we programtheof define specialornew specialized? Dunbar? offerings the services roles of ofdo thegovernment, we new envision Dun- outlinedrison,for architects as a chairman perspective: and other of the consultantA charette, charette ispersonnel.set something its tone Har- andmore than a mere 'happen- tive7industry,community andWhat in teaching the are in new helpinginstitutionssome strategiesDunbar of to the shapeHigh and we curriculum agencies, School?wouldthe new like Dunbar?businessinnovations to see opera- and thedesignsultsposedoesing' needswhere, hisof of engagingwhichthing.' an and in educational the expectationswillIn jargonina word, hopefullymeaningful offacility we the ofare accommodatepresent, a thatdialogue,here renewed will for 'everyone thesupport the com- pur- there- bephilosophyductedmunity?8 forWhat Dunbar inaboutWhat the about students activitiesthenew theuse school personsof or do the for we that new thetoenvision bewill Dunbarfacility? served reflect being com- Willby con- ourthe it architects,teachers,Wemunitytive have intelligence and been studentprofessional summoned ofbody. grass-roots planners,here to bringcitizens, sociologists, the parents,collec- professional educators, businessmen, Howschool?actrelationships9 What withwill iseachpeople our other? inexpectation served the new by theDunbar with new respect DunbarHigh to School? inter-human :4 26 physicaland10 long-range What facility are that needsthe will essential of respond the Dunbar characteristics to the community? immediate of a sionsto a committeewere in classrooms on assigned the high and school's began top discus- floor. Another,risonThesecommitment pointed statements and out, perhapsto "behavingof were the evencharette's only in more one good broader of important, faith."its dimensions. goals, was Har- a HoustonfromsultantaccustomedThis Kansas wasarchitects, firm a City, feeling-out toof the Caudill DavidMissouri, unstructured B. Rowlettperiod, Runnells,and Julian form andScott, a ofWhite,only city whothe plannerthe charette ofwere con-the is and"Whilemy institutionalhope we that may we all hang-ups," will have not come sacrifice he here told withthethe largerconferees, our personal goals "it Byprocess,begunsuccess the third to seemedof concentrate suchday, however,anto haveapparently on confidencethe the identification discussiondiffuse in arrangement. the groups ofultimate specific had whatnecessarilyends.ofabout this happens charettethis beginbusiness to people.in and pursuit with end It sincerity, withis of my narrower,a hopegenuine maturity, that concern individualwe andwill posi- forgo . . . The Dunbar High School charette . . . must timetionships,thegoals. various the Dialogue groups and "role-players" talk seemed broke grew moreforintense, had lunch, frank fallen even atand intoleastheated. spontaneous, their oneEdu- By rela- the Althoughtiveferencethe thinking." general eventuallythis character keynote seemed ofspeech the charettean was oasis to find(indeed,of harmony its echo the con-andin provedTheingcational real evening's particularly objectives.Processeswas summary valuable. starting and Thetherefocusing processarchitects' ofsessions evolv- meet- wasmoodfromsweet characterized the wasreason, encircling evident invaded by on dissonance)confusion the periodically first day. and Themild by day, marauderstedium in fact, and , very little of its educationrevealeding,school.dialogues, in which a In tosurprising addition,provideda graduate definition range the astudents generalof meeting ofa site inquiry, reported view for heard the offrom forthcoming onprogressreports remedialthe day's from and whenTheduceactuallysurrounded sense concrete dialogue begun) of by confusion results). angroup and air skepticism of participants-16 deepened relief ( that (that on the itor secondprojectwould 18 people pro-day,had Lunchtionalclassroomsgraduate needs on thestudents and in fourth andesires effort who day of at hadbothmarked determining spent faculty the the andfirst day the students. group- instruc-visiting productivediscussion,rotation cycle. underthe ButEducational Mrs. before Gorham's that Processes change directionhad grouphighly interrupted out- dialoguement,visuallyby and group liningmats was laidup assigned blackboards, over parallel to a section. gymnastic bars, Acousticsand equip- each dissipatedThelinedand effectiveness a philosophy,list byof desirablechanges of a theset characteristicsin afternoonof subject programming matter, sessions for learners. andelements, seemed much trickleandprovedAt withinthis backtoo point, poor ainto short in foradjacent an time productive attempt the classrooms. conferees to discussion, help dialogue had however,begun partici- to tureprovedagain,readytime graduatewas beenparticularly extremely wasted covered, students in thoseinformative. discussing but described of the the evening architects' materialThis observations time, reports that field architec- had trips)made( and al- discussiongraphicWhite'sfiningpants visualizerepresentations them, direction, group. the evolving architectureAs began ofsubjects the concepts, ideasproducing students,came developed and up undershort-orderinto theaidby Julianeachindia- re- ticipat.tsUnexpectedlynorthat the endhealth ), of the theand (architects atblock recreation least on for were which most centers joined Dunbarof the that toward charette occupyis situated. the par- endthe logues,Whenbersdiagrammatically of an the architecture group criticized, seemedon student the blackboard. satisfiedhe would changed represent with Whilehis drawings.them, themmem- he formalwasconsultants,of their soon convocation session apparent who by had the thatfor beendiscussion theHarrison purposemeeting grouphad of in calledconducting theleaders hotel. the and in- Ita itsonproducegymwould participantsbutcher by retire layingthe paper, diagram to hadplywoodthe and lostgraphics in return touchcolor, panels workshopset to withusing the over their dialoguefelt-tip sawhorsesre- concept. up markers before in the tration,tivekindsufferactivity, authority,of peptheand and rally,strains boredomto urgeallow a deviceof increased confinement,"charetters"who let to offestablish productivity, steam. excessive his had administra- refocusbegun concen- to theoneLateoutline milestone ofon the the of discussionfifthfunctions was day, passed for groups theby thefirstnew produced Community timeschool. in theSignificantly,a proposed charette,Services Muchadministration)As expected of the (racial and under tension the that goading had lain of thedormant charette or , the session grew highly emotional. creativehealthship)committee artscenter center (now in Dunbar and under low-income andMrs. expanded Gorham's housing. it to chairman- The include step a, which began with the idea of locating a family Earlymorepended.wasbeen coaxedoninhibitedrelaxed. Atthe least, fifth out during the intoday, next the maintenance morning's separateopen and group dialogues apparently men discussioi's moved seemed ex- incapitulationsAgain,was charette a clear the administrationmoveevening of the in theday's session direction activities, chastisements began of specific butquietly soon of proposals. the with erupted Man- re- ceilingedcreategroupsplywoodtables, achairs,shifted freer, panelsroom blackboards, intoless was into thatformal divided the echoing gym, atmosphere.wooden into spaceand quadrantsat sawhorses,all in discussion anThe effort high- least and to Oneignmostbeenpower the to infiltratedof itsDevelopment sixthits purview. time day, bydiscussing obstructioniststhe group, dialogue subjects which participants and completelyhad was apparently spending again for- E. eti,rt. r.r.. '''.14-7, I r-,,,, ill ..i.: ... , 28 changed rooms and subjects, and discussion leaders Everyone was tired, and the dialogue group meetings bypowersions,theabandoned haranguinggym. advocates,and Much theall attemptssituation timeserious who was attempted toparticipants wastedwas hold aggravated generalinto repetitivedisrupt with sessions byslogans, discus- black in dialogues Monday,plishedwhichficperiod proposals had very of which begunthe little. charette, intoofficially late the and sawdiscussion inauguratedended the introduction early, groups. the had "critique" accom-Over of speci- the ments,Moderatechargestactics,taunts and, of refused members pandering"Who's with to the goingbecome of tosympathy the the to groups whiteembroiledcontrol and Establishment, discouraged the encouragement in new fruitless Dunbar?" these andargu- velopedparedweekend,them tentative in during the group session theproposals leaders previous for criticism andbased week consultants on and and consensuses refinement. were had offering pre- de- day'sAnothertheof the disruptive progresscharette general elements. administration,and session heard in Dunbar the effectively evening student reviewed neutralized proposals the aryremindandHere, thinkingboth a dialoguetendency committee was participants tostill heads deflate valid and all andconstantly experts concepts that feltto that appeared,obliged vision- to reduce all newforpaceOn curriculum, high Saturday, began school. to theprogramming, tell. seventh People day were and of facilitiesthe charette, in the the visibly fatigued, officiallyOnintoproposals quibbling.inhibit Tuesday, thedesignatedto starkflow the tenthpracticalityof ideasas day another or of stifleat the thisperiod charettethem point ofcompletely wouldproposal and one be izingenliventendancemeetings,weekend dissident the wasactivitiesand sessions familyoffinfluences), by (tempted andtiesabout perhapsexerted the a some third.administration ata strong awayfurtherIn an frompull.effort neutral- asked At-the to criticism,fordeadline.White their began servicesand They refinement,to complainedfeel as discussion-group the pressure architects of the of constant the Runnellsconsultants approaching demands and and theByweredialogue thecommunity suspended following leaders participants, early, today, shift attendance, without groups. had a fallengeneralThe particularly day's off markedly. activities among meeting. thatthemvelophelpdiagram-drawers, they to toprogramming formulateestablish rebelled planningandgoals criteria feltcloseted from that concepts.which whichthe themselves woulddialogues theyThe later resultcould with did enable was notde-the .7.",...^1RIMMIPPW,rrnim,,n,71,11/.. dialoguearchitectural sessions, students and beganin the sketchinghotel, away on fromthe basis the Nathanvices committee, Irby, then chairmanasked Dr. ofNelson the Community if he would Ser-com- ofvisualThelikely those next to proposalsrepresentations be day altered. found that them seemed of sitestill most alternatives.closeted, logical working and Later least onin Atnotinmit that one expandhimself point,area: west toHe Mrs. the promisedof community.Broadway.Hattie thatHarrison, Johns Dr. Nelson theHopkins charette's complied would gymmakeshiftcornerthe day, was of they beingtheplywood movedgym readied andpartitions. their forwalled workthe Outside into the this northwest pale, the charette'sthemselves first major off with kinsrevolvingposiumhegeneral was and explodedreadychairman, the around Dunbar to pullinto theasked area athehostility flurry Dr. residents.fence Nelson of between down,emotional The from and outburst Johns theexchanges the floor sym-Hop- was if Afterforhearsalistration"confrontation." thelunch purposefor conducted on the the evening's ofeleventh involving a symposium, confrontation,day, somethe charette ofpartly Baltimore's and admin- as partly a re- peaceably.hand,Inshort-lived, the evening,but this however, timethere most were and ofagainthe them meeting about were 100 finally community people ended on fourlogueAdecision-makers reporting discussion leaders, panel, presented groups, in composed the and planningproposals a reacting of theprocess. from charette'spanel each gave of dia- the its meetingleadersresidents.apprehensiveAfter thepresentedproceeded As confrontation, in over the theirquietly. afternoon the proposals proximity the architectsincreasingly session, at length,of the the deadlineand group the Hospital;RussellCity;housingviews Dr. inA. andRobert return.ThomasNelson, community TheMoyer, D.president Sheldon,reacting developmentdeputy of panelsuperintendent the commissioner Johns consisted for HopkinsBaltimore of of pub- ofDr. proposals.cussionheldwas (thea notcaucus leaders, architects)refined They with and felt enough, the Sheldon, thathad charette whatbegun despite and had administration,to demanded evolvebeen done a listdefinite so dis-of far goals the fact that they licBaltimoreciland instruction on Alfred Equal Ramsey,Gas Opportunityfor the& Electric Baltimorechairman and Co. former ofCity theAbout Public Volunteer president 100 Schools, people, Coun-of the informationand concepts. concerning Fmthermore, specificFundingthe following: they portions and said, additional theyof the needed educational sources ofprogram. support for Sawyer,TheBaltimore,many session of whom chairman were remained represented on hand of relativelythe to Educationalbusinesshear thequiet discussion. until Processes Samuel and industry in EducationalCurriculumandningDocumentation resolution. process development.specifications. as itand progresses recording to of its the final Dunbar conclusion plan- barcommittingoriginalwouldgroup curriculum. assignment)likeat that itself to seetime to incorporated a (helist ofhad courses been in the thatshifted proposed the hospital Dun- , accused Johns Hopkins of not from his Subsequently, they receivedNaturetinuingFeedbackcontract ofanswers dialogue architect.the from instructions to theas their the contract ques-program to be architects delivered progresses. and to thecon- concerningLionsOnand Thursday,implementation and reassurances the continuingthe twelfth processes. from dayconduct Sheldon of the of charette, andthe planningHarrison Harri- pointThereexaminedwoulda self-concept ofconsensus school provide the entry,report theapproachDunbar individual ofits themembers High tocommittee with School had whatever recommended thoroughlycurriculum. informa- high school entry that mitteestionalfinitioncussionson began Processes into ofgroups proposals,applying a single for and positivegroup.pressure. and Community combination The orientation, He Manpower Services of furtherthe Develop- Educa- Com- de- called on the dis- menttiondividualizedFurthermore, was concerned available approach thecounseling. aboutgroup to himrecommended education"; which would banishment "a highlysupple- in- of difficultymenttowas assume committee,still infloundering. temporarydefining which its Theleadership goals had charette experienced (and of even the itsgroup constant topics), chairman decided in an failure,learninganygrams semblance and environmentdesigned embarrassment of a to track inenable which system; are "threats minimized"; a more of reprisal, pro- individualspecific learning performance !lex ibl e ingcadedWhite,withineffort feverishly behind toaand short guide the theirtotime architecture itmeet towarditplywood was a deadline making specific studentsfence only progress. in proposals, remainedthetwo gym, days Runnells, work-away.barri- and programs"Inasmeasures a effect," basic to andscheduling be the objectives";matched report method. stated, "with and "we would be creating * the "contract" system ManpowerevolvedlowingThe charette day. a , .:dculum,Development Theappeared Educational andstrikingly Communityhad Processesdeveloped changed Services grouponpriorities, the hadfol-and forOtherdifferentmitlaboratories teachers,almost recommendations ways." every or establishment theaters course of to included learning be of programmed health in-service which and woulddata in training several proc- per- munity,i.e.,plan,focusedand (1) (5) and educational (2)sharply site the economics, architectslocation. on developmentthe major said All(3) theydialoguehousing,components for were the ready(4)groups total of health, a to com-school briefhad suchingessingservice "business as "careers home careers careerseconomics channels" training, channel," and andand expansion communityfounding institution ofof ofandthe a others,"human exist- food Inconfrontation.forthcomingconference the evening, leaders presentations. the About community and six contract black was militants invitedarchitects fordistributed ona final their Theinformationresourcesa new Educational curriculum development clearinghouse Processes which laboratory" would andgroup research introducealso as recommended a center. job-market at Dunbar G dominantlyliterature,charette butproposals moderate they were were audience. unable nearly to Byinfluencein finalthis time,form, the pre-the and mathematics,torysuch andofferings culture, creative as sociology,math writing, analysis, ajournalism, fine calculus, arts major, black industrial ahis- full specific.Thechairmen.they Educationalwere Approaching outlined Processes in detailits task bygroup from the fourthehad basic beencommittee stand- most * The followingoccupationalsionsspecificallybetween definition of educational student discipline. stated of "contract" goalsand processes school and was objectives by requiresevolved the charette: of inthe a discus-given student an subject agreement to satisfyarea or gramming,sian,range andof industrial Swahili, and business artsdata courses, law.processing, German, computer Latin, Rus-pro- theerspart faceBaltimore with in "discriminatory preparing Metropolitan for and practices Area."seeking thatIt employmentrecommended black work- in varioussive"that"We high insist,"the career newschool channelssaid Dunbar and the organized Educational havebe regarded programs in such Processes as which aa comprehen-way can thatreport, be the the"educationstronga orientedthree-part individual liberal program for educational leisure,"artsby training curriculum,of studies a programprogram, him leading foran that participationoccupationallyconsisting towould careers, enrich of andin a tration),viewAmunity,incorporated self-concept board student faculty, (ccmposed withi-.1 laboratory, review student theof board representatives Dunbarbody,skill center,(for and operation rating central combined of teacherswiththe adminis- com- ease." re- careerSpecificwhatcommunity planning,the recommendations group and andcalled cultural occupational "think-tank includedactivities, counseling operations." a jobrecreation, placement, center; and posedforand instructionwere fortwoby thestudent-teacher principalsone committee. also liaison), foramong administration blackthe concepts culture and center,pro- one forComprehensiveCouncildirect the linkageBaltimore and the betweenWork policy-makingArea vicinity; andManpower theestablishmentTraining Dunbar bodies Planning Program ofCommunity ofthe a SystemFederalcollegeand the -mum 4 IPS Det44144t withmentcernedThe the Community and overwhelmingwith the the effect inability Services of thatproblems of inability Dunbargroup of onresidents a child's to class- was deeply con-a poor environ- cope program.operativescholarship management and student andaid businessfund; and development a strong co- cometax referraltablishmentAmongroom performance.agency;the ofcommittee's a communitya thorough, recommendations servicemodern, coordinating well-equipped were and es- sizedservicestendedThe Communitythe to andfocal overlap manpower nature Development much of groups. thatthe hadnew Chiefly,committee's been Dunbar done it empha- High inwork the men,cludingfamilyand reasonablycity healthoffices sanitation center; for available a mayor's adepartment, neighborhood library; representative, asocial comprehensive city hall,council- in- services portance:summarizedtationSchool of and its established decisions.here in the priorities Theorder recommendations of theirfor the assigned implemen- im-are cafeteria,cooperativementsocialbranch, center;security votermovie business creativeregistration, andtheater, worker plaza, artspharmacy, policeevaluation,and including recreation relations, bookstore, and a restaurant- jobcenters; legal bank, place- aid, a handicapstion.vironmentchildrenwould 1In Educational orderbegin deprived atof ant.the by early providingopportunity programby age, their Baltimore circumstancesspecialand for facility a advantagesgood service development educa- and ex- en-for -.!cognize mental ane ?motional Thecludedandgrocery, Manpowerstudents, in and a Dunbar limited and Development community-a housing, child care committeepossibly schoolcenter, for complex. dealtall school to in be large staff in- more.juniorprehensive,children.perts collegeshould The ratherdevelopshould new Dunbar than be comprehensive established vocational, should emphasize in education.profiles East Balti- com-of allA organization2 Economic development of a community would development be aided by cor- the recorded,toward implementa: Dr. Harrison ion ofoutlined the proposals: a series of steps Dislocationdevelopment3poration. A system ofof must coordinated,inner be city institt....4 residents comprehensive in theshould community. be housing mini- tocouncil.viewedA suggestdraft ofonThis changes thea wouldcontinuing reports designed give would the basis councilto be guaranteeby prepared the the community opportunity and re- the integ- E OWgrr IC P ACC etkpun Mc a mized.waging4privaterigidly Political Existing housing.aenforced pervasive development housing in cany_ order :sign codeswouldto improve in mustthebe furtheredSecond publicbe more Ward and by Afterproduct.rity of incorporation the ch..rette and of recommendedmaintain the quality revisions, of a its 32 communityCommunityofto political educate involvement andpotency.Council register should The voters aroused Dunbar carry and , on y developHigh the the charette. spiritSchool a sense of wouldofreview'tsubcommittee to School theprepare the Superintendent Commissioners. report and of review againthe Dunbar andaof final Instruction, transmit Community report it and to who thetransmit Council wouldBoard specializedarteries,trafficthe5 Transportation traffic signals, controlling flow streets, speeding through can and pedestrian be makingup developedEast the Baltimore,traffic busescrossings, by flow safer. moderating updatingon creating major Duringablein order solution review, to arrive inif issuesconsensus, at a newarise consensus. hearingswhich have would no reason- be held PHY1110AI XTIltilladM of 11641161. 11410 001WAUPOTY a6 stadiumRecreation and and field park house, development would include swimming pools, skat- oritiesThethe final implementation and charette a set of agreed-uponreport of the would charette's recommendations include concepts. a list of pri- for andofformsing7 playgrounds, Cultural rinks,broader of parks bowling developmentsummer throughout tennis alleys, recreation courts, would theinner-block area, communityprograms. involve various andintegration parks, kindsother presentation,charetteHighWith theSchool, wasguidelines devotedRunnells' the fourteenth established to and the White's consultant and for finalthe elucidation new dayarchitects' Dunbar of the of oringof8complex. thepublic Communicationsa community community school newspaper,library development could facilities be financed developed corporation. in theby businessbyDunbar found- Tele- Theaspectsland-useeducational architects of sketches, the objectives, school interpreted and plan. anddiagrams the an goalsexhibit illustrating and of conceptssite models,various for intovisiontroversial9 In the consideringand new radiodiscussion Dunbar facilities site complex. area,development, might the group be incorporated theproposed most con- tak- GOALSthe new Dunbar as follows:FlexibilityA learning and experience growth adaptability; emphasizing immediate, the individual. in- concludedThe Community all dialogue Development groupquith,boundeding reports, ancommittee's andoption by Centraland Edythe, on with statement the Avenues. theseplot Monument, of and to Madison,the northwest, Ais- Interactiontermediate,communityA system betweenofand andaccountability long educational students range. forand process. educational faculty, between output. Self-reliance and confidence for the learner. devotedA three-layer to special arrangement uses, the of middle facilities, to commonwith the loweruses, CONCEPTS andvisualThe a educational positive focal point, image complexa center for the of mustcommunity. community be a social activity, and detailedthebeyondandtailed development the diagram thistopdiagram layeron still of of to the individualanotherthe educational bottom, middle level dwelling orlayer, special-usehousethe possibilitya communityunits; units, layer; a and de- of a ofTheveloped.A 24-hourthe school community. educationalmust assist in community commercial should revitalization be de- ofInof theunits acommon veryupper and real large-grouplayer, facilities; sense, consisting this and instructional final a detailedof day's educational presentation spaces. representation house was tionalThePhysical architectsprocessschool and should must psychological should be be removed. assista center in barriers determiningfor the tocreative the the educa- opti-arts. Runnelsivetheintuitive crowning evidence ls andknowledge, thatachievement White the processbased there ofmuch hadseemed the worked. charette,of their little Although work roomconclu- on for Insentingnells conjunction and the White various with exhibited their forcesmum abstract a influencingseries design intentions,of modulediagrams Dunbar; according Run- repre- the to relevant criteria. ofdoubtWhateverportionthe that laboriously that knowledge, of the theirorganization painful, evolvedc,eative and, often indeed, proposalsefforts. had diffuse, resulted had had discussionsformed providedfrom a themajor andmost dia- plex,dentandschool'sphysical open decision-making; utilizing projected scheduling extension groups educational ofmethods, ofcomponents the multi-functional school designedsequence; into of athe Dunbarto its community;"houses";allow flexible com- stu- todemandstributionlogue continue of the ofcame what thecharette community. fromhad wasbeen the superfluous. started.physical Now, the and Theproblem emotional real con-was subject,andgrouping,healtha mobile teaching or source, learning librarywith spaces eachand unit,unit; service augmentedunit similar a four-"house"containing modules; in byconcept various administration educational to aattached mobile ing.interruptedhadendAppropriately, withtheThere air ringing seemedbrieflyof something the speeches for finalreason rest, day unfinished, toregrouping,and ofhope finethe that charetteexhortations. of andthe a produc-refocus-process did not It large-grouplanguagepleteThe components school learning, learningunit incorporatingof eachspaces,specialized "house," a central individual instructional a virtuallyadministration study com- and tivity of the process would continue, as indeed it has. andetc.;office,tionalprogress variablethe teachers' spaces;"house" toward dialogue total lounge,core self-identification; education as spaces; an teachers' area centers;large-group where planning interchangeable a student instruc-spaces, can anizeasforms.producing the orderthe mind Atmass emerges firstconcepts (or of itinformationcollective seems that that can disorganized,can minds) be inbe furtherwhich translated struggles it butrefined is immersed,intogradually, to organ-actualinto a Summary oussorbsInitially,useful, information a profusion a logical charette, certainly system.of disorganizedlike amuch free moreand and open than mind,it can use.ab- even extrane- and randomAt that point, exploration structure and inhibits free association. absorption. It blocks CritiqueThe Dunbar charette was an astonishing success. It torcanAt orsomebe monitor arbitrarily point, feels howeverandapplied the probing or applied perhaps has whenreached that a modera- a brake place began in ignorance and chaos and ended in something of diminishing returnsthe charette must begin to createdtimorecitythanlike highenlightened a community"more acommunity," highly school. sophisticated order.If the as charette Alongone a group resident theconcept accomplished of way, neighborhoods characterized ofthe an East nothinginner Bal- it guidesers,considerneousagainst or (these even material specificwhich may dialogue informationbe goals. discarded. administrators, participants) These can Then,goals be discussion judgeddecide offeras the standards andwhat charette lead- extra- in- else,portions,Physically,to everyone it furnished only itconcerned, sortedone a valuable of itselfwhich outeducational became into two the kindexperiencevery ofdistinct proc- charette,Inandformation these is molded terms, but is pertinent,one into the that aDunbar clear was a more setvery discussion of definite differentprinciples. shape from that of groups held a emerges voet,architects'dialoguevariousess traditionally defined discussions sessions, firm a ofcharette called DouglasCochran, that atook ascharette. Kingston, "an Stephensonplace intensive inOnce, andof the& aroundduring period Donker-contract the of particularlyadministration"input,"essingthe architects. portion which apt.) of to Orwas a describe In creativeperhaps usedany event, by gatheredcharette.it wasthe the onlyDunbar (Here, information,four the dialogue data-proc-charettethe term is work,andvelopsin a agroup,creativenot deadline." within constantly but process. a involving framework creative, It is a a rhythm composednotfeeling, always and a stateof culminatingconducted a problem that de- Thedynamics,tionallygroups architects, seemed be and regarded inthe engaged fact, architects aswere ain charette. somethingthe held only what charette more would like partici- tradi- group themfacts,muchPerhaps intofigures, the evena same set impressions, moreof manner practical precisely, as anda guidelines, creative judgments,a charette mind, and operates molding ingesting finally in gropingoftheirclearly.pants the familiarity charette's who discussionsUndoubtedly, really initialwith seemed that the thisphases, gradually form.to knowledge comprehend and The formed the chaotic floundering, themselvesits processes nature grew out of ",,,...^11,- allinto part definite of the proposals architects' and professional even philosophies, experience. were superiorwere entitled curricula, to demand) and superior the best: teachers superior as well as facilities, UnderexcellentAsidelitical from the fragmentation, reason conditionsthe creative for using prevailing tradition,its such mistrust, an however, anarchicin both the areaitsinternal approach.there waspo- and theycauseSuchsuperior were they expectations not, administrators.were but unreasonable because alone they caused or were unwarranted, problems; goaded by not dep- be- which external,charettebecomethe(and total particularly its suspect.providedmetropolitan racial tei.sions,The organizationan appropriateapparently communityall and itsinvolving loosealienationvehicle, organization form whites) not fromof only the had shouldfactorsofknowledge,rivation, the be problems was taughtwarped andthe atquestion sensitized thatby Dunbar emotion, seemed of byHigh the toracialinhibited kindembodySchool. antagonism. of bysubjects all imperfect of these Onethat Racialhintevolutionfor free of tensionthe imposition and of open solutions hostility,exploration by the that white suspicion,offered of power problems, not structure. and the but lackslightest for of an thesponsiblePublic schoolJohns school membersHopkins should administrators offer Hospitalleadingof the coursesin black and, community cooperationindeed, to paramedical many felt with that re- nitymunitieswascommunicationatIt was, everyhad beenof level course, in lied of factbetween the to,anticipated, the conference.disappointed, charette's the black and The majorand itand made black white patronized problem. itself commu- com- felt butpliedvocation:11tookor medical the thisfor kind themto careers. ofmeaninstitution, curriculumnot thatonlyMany theand,a thatpeoplesecond-class new since the school inwhite "vocational" the Dunbarcurriculum,manwould thought be areaim- a ettebeginningsInintentionstoo hadfact, long to in beto orderof amonghaveblack-administered the towhite much thoseexist Establishment. faithatblack all, in itcitizens and thehad black-oriented.expressed to Thusof have the the itsDunbar good char-very whiteof"Wesuitablethe more wantprevailing clergyman thanfor to the provemanual attitude.black, in that thelabor," itthe community,was ghetto a immediatelysentiment resident was voiced istypical rejected. capable by of a althoughtotalthizers.area whometropolitan Considerations leaderswere beyond among community ofall the thereproach moderate school's had to as beblackposition white minimized, commu- sympa- in the wasThepationalgram stigmaat leastproposals, education" wasminimized never whenever or completely by"career labeling they oriented." occurred, eliminated, as but it vocational pro- "occu- Few,totalpraisalnity recognized publicif ofany, Dunbar educationof the the Highcharette's inevitable system. School deliberative necessityin the context sessions for anof ap-there- larlyartscauseAnother, or understood, many college somewhat in preparatorythe on community purelyanalagous program,emotional demanded obstacle as grounds, it arose isa popu- be- liberal whoeducationpredominantlymainedmunity would untouched inforbe general, servedtheir black. bychildren, byexpectedracial Parents, the issues.newthey andnot schooldemanded Obviously, onlythe blackwould a first-class (as com-those theybe ferioritysymbol,lievingEarly itin thatandto the constitute hada charettelever plagued for a itkey removing becamethem to social for apparent theso equality, long. feelings that a statusof a in-new Baltimorefacility and hoped a new to curriculum establish at wereDunbar not High all that School. East enedanother, even some by rehabilitation members of of the the charette Dunbar feltarea, threat- voic- producedduceitscommunity'sThe citizens new a different school in were the hopes was recentdeterminedkind obviouslyand of past. dreamsgraduate that the and Dunbarsymbol from aspirations, those ofwould the it black pro- hadand wasThethetoing prepare apprehensionblacks "system"fearedand thehad was innerdesired.been that feared, city "talkedsuch At forreality activity one outwhite point, wasinto was occupancyafter feared, the someonepart suburbs." of change a plotde- are,denceInand the and a andnew realistic they self-respect. Dunbar, would attitude achievestudents Theytoward dignity, wouldwould the world. know achieveindependence, They who confi- wouldthey irrationalPerhapsstone;manded "We've the northat greatest uniquehadthe newenough infear school situations brickof alland be around built involving it of washere." concrete neither ghetto or nitiesdustry,organization,comecollar, toout or dead-end,advance ofthe school butprofessions to tolow-paying the equipped,pursue limits that a ofjobcareer wouldnot their in to a in abilities.white-dominatedofferaccept business, opportu- a blue- in- schoolswasitno Awould voice great havein contribution that the no administrationthe "control." black to communityallaying of its such high would fearsschool, havewas that the Dunbarbuildingvidewould a helpHighfocal were reverse School, pointto assume their for its theaarea's local high-rise community, downwardsupporters shape trend,orandif hoped, become pro-the offactthempower"hands the that black cautiously, structure off"most community policy whites had after towardany scrupulously consultationand suggestions thethrough charette. withtomaintainedthe make, blackIf the the leadersit par-whitemade a Suchurbanvidepart oflow-cost glitteringrenewal a community neighborhoods.housing possibilities centerperhaps for families relocatedeven help from pro- all but overwhelmed sionallaymen'sfourticipantsprerogatives, dialogue patience inlack the ofgroups almostcharette.although knowledge deferredbeyond Even there must endurance.the towere havetheirconsultants times taxedcommittees' when profes- to the the Dunbarservedtruckloadtionsmany ofHighof one thethe of consultant, School." charette.silverdialogue dollars "Itparticipants"and was into dumped as East if inthe Baltimore,"it the allcity earlyin drovefront por- ob- of a andTheirpants,It is sourcesa role tributein fact, was of to thatinformation, the ofthey charette's provocateurs, bore at their professionalall times burdenstage under managers, silently. partici- con- school,atedlaidInterestingly bareby a phenomenondiscussions the factenough, that of that fear theEast demonstrated planners'could Baltimore's actually dialogues how brave be deep-gener- newalso cussion,thatratherconsultantsstraints they thanand, to played refrain early"experts,"were a in fromtopassive the be intrudingincharette,called anpart effort "resourcein it inthe was orto proceedings. inhibitingmakedecided personnel" it clearthat dis- favorEastbarInseated might oneBaltimore of instance,wereexceptional become the student fear suspicions"too pupils was andgood" expressed wouldfrom of for the all theexclude black overthataverage the thecommunity.his new city.orkind poor Dun- Inin charette-techniqueAtconsultantsThe one charette point, not Haroldadministration to advisor) hinder Young thetold (as dialoguesconstantlyRunnel a kind ls of inand cautionedunofficialany White way. fessionalterthat of the an discussions architects'intrusions. lackedcharette And indeed, the largely brainstorming it was difficult charac- to because of pro- Processesulingwilling was Dunbar committee. eing studentover Consequently, oo representative, e they and briefed he subse- a y e wheelstructured"we'rerefrain trying likefrom thinking. architects offeringto free theWe're opinions. andinstitutionalized trying the man"But," to get on saidhimperson the Young, tostreet. free-from Thebyquentlyas the strategya proposal, routine injected worked, rotation butthe manyidea and of for the dialogueof themideathe professionalwas into participants.* finally a gap adoptedcreated consult- You'reSimilarly,together."music, the and arrangers.during the charette discussion The leaders community periods, are supposed there writes were to often fit it he antsriesinhave fact,to with beenthe felt itcliarette used somethat forfederal risks, expressed less among sponsorshipaltruistic concern them purposes. beingof thata charette federal itHarrison, car- su- could 3 versationopportunityThroughout,cries of freewheel!""Let to thethe encourage charettetalk move!" administration freedom and "Let's and a seized letdiversity the every con- of pervisionAlthoughreaucracylater cautioned or Harrison(butperhaps particularlyagainst intervention,felt thatthe anparticipationthe educational processand Melvin is of not Mooreany as bu-im- one). andshiftroomsideas.interaction encouragewas Wheninto calculated the it between movedopen freedom, togymnasium all removecommittees. dialogue emotional all on physicalgroups Twoexpansion, fromcoffee restriction class- andurns, the fifth day, the agreedsistedportantstagesmustprocess." that thatas "thethe Likethe be resultsplanned processat mostunorganized. of ofapproach humanthe least conference's inIn violatesinteraction, itsthe early end, the leaders,dialogue however,charette he he in- nucleiThemightalso strategyset around gather up in did casuallywhichthe not gym, yieldpeople and were exchangea complete fromintended various ideas. setas catalystsof groupsbenefits. or pressedandroundingmanyplanned especially charette the the and opinion conferenceits highlyobservers its preparationmust that organized. "the felt logistics, largerthat Dr. the be itsHarrison group, carefullylocation, the ex- everything sur- TheintointelligibleUnhappily, theircharette classrooms. conversation, the was gym's blessed acoustics andwith the four virtuallygroups excellent moved prohibited discus- back moreassonnelA consensusinadequate. decisions saw the ofmust Most preparation administrative be of made these forabout shortcomings theand its Dunbar consultant charette per- structure." showed situation.theirsionanceeded. absolutelyleaders,ability Part to without leadof essential their without whom personal attribute appearing it could success in never to manipulate,derived have suc- from such a sensitive Morediscussionthatup wereas important, incomplete supposedgroups however, met. briefing to have many andtaken feltorientation place that thebefore lay par- the sessions essentialencedTheand federal hissome aide,conceptthe difficultyrepresentatives Thomas in"contract" Clary,this area. to apparently the methodWalter charette Mylecraine offelt experi-sched- that an * A danger thatofinsiondiscussion thoseseemsdialoguetheir created specialhoping inherent groups continuityby interests.over-lappingto inmanipulateamong the creates system various dialogues. thea of gap separate charetteshifting that Furthermore, might roomsorwhole its be results is utilized the the confu- inbreak favor by ticipantsdialogue had sessions. not been Some adequately in this group prepared said thatfor thepre- sonnel.all would At leastbe better that approachpreparation would of the minimize resource theper- perhapsrette,participants.tocharette produce they activitya studypointed a wealthThree shouldteam, out, orof fourshould backgrounditsbe administration,highly months be organizedgathering materialbefore staff, theinand for order cha- andtheor- withoutaleveltees dangersstimulus and of information.imposingwould of to biasing the bring specificdialogue Intheall that consultantslay points groups way,members of they whenview. to couldofa single, thenecessary provide commit- high facts:Ideally,derstandganizing population such thematerial material problems figures, that would theycould economic willconsist help face. thetrends, of confereesthe landunbiased use, un- InferedHaywoodof a resourcesituation somewhat Harrison likepersonnel fromDunbar's felt a canthatlack the betheof ethnic extremelyblackDunbar consultants.backgrounds charettc. impotant. suf- He andtechnology,tionatetc. the Moreover,becomeon charette, the latest andfamiliar participantsdays, trendsphilosophy, perhapswith in educationaltheir would weeksso building they be beforegiven couldmethodology, blocks, informa- arrivingstudy the it beenhadcouldthought been made have blackthe to communicatedexpertsrecruit and that suchwould a greaterpeople. have more effortbeen easilyif more should effective havethey Indeed,Inwithideas this specific which away, substantial muchtheysituations. would time amount andbe able ofenergy floundering, to call would be not saved. for on in dealing ationmoreblacklinkageOn the temptedofresource other concepts.could tohand, personnelhamper involve White it might the themselveswould resource charette be be argued less personnelin process, theobjective that actual ethnicmight since cre-and siderablyexperience,natedideas, from but intensified. the whichfor Dunbar information, is a basic charette, part could andof the havethe process, educational been elimi-con- theOfinterferingtend course,advice to let ofunlessblackthe white discussion dialoguespecifically consultants. groupsflow invited moreOne might toof freely participate. theutterly problems without reject ideasdiscussion-grouptiontensiveOn the of presented ideasotherpre-charette ratherhand, to participants them it thanbriefing might offered stimulate becould could argued a complete limitit. assume Conceivably, that the such picture.thatgenera- thein- biasedandstate,pants'of the invalid advice.they resistanceDunbar were information The charette unable to result suggestion. to wasor distinguish between thethat In discussion they their biased between resisted uninformed and partic- valid all un- completelyOravoidsiderablebriefing a biased such material care unpreparedcharette pitfalls. would in administration favor Inhave group fact, toof of somebecertain conferees exercised couldmight concepts. weigh wouldinfeel order thatCon- the be to a thethewerematerial popular, point acting untilof traditional inaccepting theygood were faith,notions anything convinced and of had pedagogic more to that be complex educatedthe method. experts than to briefingPerhapsapproaches.less inhibited ofa logicaldialogue and compromisebe participants more likely between and to produceno briefing intensive fresh at thesions.cancommunity-wideThe result besame But acomplished of fromkind an intensiveaof levelbroader education during during publicpoint the musta charette.of "confrontation"relations view, take itInplace campaign, should part, ses-this be on a conducted before, during, and after the conference numberrettes could of student be used professionals as laboratories and that for these a could limited themunityrette.by adiscussions.general communications Such to its apublic specialistopportunities well specialist can informed foralert participation theattached on immediate the progressto and the com- keepcha- of servedisciplinesfunction.attended as charette theIn could theconference aides. future, be Therepresented. however, architecturedid, in fact, aJournalism wider perform range thatstu- of students who Theconfrontationsestarea. Dunbarwithin Not only the charette communitydid never it failwas exceeded to woefully (attendancegenerate 150 widespreadlacking people)at both in public this, inter- but dents,andcharettediscussion gain for example, beneficialof pertinent,groups, might experience a dailymeasure render recapitulations. asthat valuable reporters could service assure for the the partlymucheragenewspapersnone attributable ofofon thethe a continuingwas editorsblame sufficiently to mustof editorial Baltimore's basis. rest stimulated on Such complacency, the three shouldersan to oversight majorassign ofbut cov- the daily is mation,tions,wouldpracticalIn fact, internal perform and futureto perhapsset dissemination thecharetteup cruciala act communications asadministrations liaisonfunctions of news between and of public centerothermight adminis- infor- rela-findthat it Internalcharetteagedaggressive efficiently. administration,communications, public Therelations charette which by program. contrast, failedadministration to wereconduct man- issued an trationSuchettecratic and measuresmachinery discussionin its ownindicate that leaders.right. may a growth But seem the ominouslypotential amount forof bureau-planning char- Somewhereinandinformationdaily also morning of discussionthepublished about criticism bulletins, the groupsrecapitulation conference's leveled giving reported atschedules, the generalsheets their charette activities.news, eachprogress, by dayand its saryinvolvedhired,established,the tocharette nurturemeeting can be fundsform. andconsiderable, space solicitedprotectAn obtainedadministrative the and creative anddisbursed,much allotted, centerof function it ispersonnel mustneces-partici- be of ingnotesstudentOriginally,consultants precise on to the summarics each Dr. .*dealt Harrison committee with for theseconsumptionplanned for recapitulation the to purpose assign by all a ofpartici-graduate sheets. taking cussions, condensing them, and writ- basis,pantsreasonthedistributed, organizationitrecruited fails for being,to etc. operate and There canor assigned, that,effectively. grow is, beingof until course,supplies set it upoverwhelms the ordered on danger an ad and hocthat its ographershandsduties,fectivelypants onof and the casualuntil took thefollowing its volunteers.reportingover, principals whichday. function Eventually,The were was system excellentneeded passed trainedoperated for into for other sten- theef- acharette'slishedIt grouphas been for (or executivecharettes, suggested groups) ofchairmanand that professionals, Melvina set foresawof Moore,guidelines organized the the day be Dunbar estab-when spe- Severaluninterrupted.summary,charette's of therecord,and Dunbar the but recapitulation consultants did not guarantee suggested series a relevantthat cha- continued charettesmationoutwouldcifically the servecountry.dealing tocould set architects up be withCertainly, andextremely therun and planningcharettes a urban useful.body planners ofwhereverand technical operation through- needed, infor- of Considering the absence of such an established fied with a community should not be isolated from the onmachineryrialsably.framework, schedule. Meetingprovided, ofNaturally, Harrison the places restconference thereandwererooms his wereassigned, in staffdesignated, general some performed working who was felt operatedand admir- mate-that the Perhaps,cisionplicatedforces hadthat inmatters, been calledthe end,a wiseitthere into the wasbeing. location little And, doubt of while the that Dunbar this the de- one. com- wereeachAfurther few composedtoo thoughtrefinements large thatfor of comfortable 18thewould laymen discussion have and interchangeimproved groups, 5 or 6 consultants,thewhich and process. thatwere a Certainly,greatlyconstitutedcharette,gave the toward in grass-rootsas Eastthe one the objectBaltimore, of success the people of discussion itsof right anthis opportunity inplanning leaders the school said,session. to bethat "it ex- concern, contributed thethanhavebeenbetter high-school-student beingfound.been method restrictedassigned Others of mixing felt toto two.athat singleparticipants participants Harrisondialogue general leaderssuggested should couldtopic should rather have that DunbarThatandmeetposed the tocharette. thepeople." good experts faith and gave the experts assured the triumph of the a chance to Amongtheirwhatbeen overridingindoctrinatedhe thetermed most concern their prevalent before "here-and-now" with the concernsimmediate charette was toorientation,annoyances. overcome fatigue. beenWhileitsmersionsession intensity.made some framework technique more said Suggestions theeffective charette's was too necessary,and includedlong,two-week, bearable others but some bycontinuous- couldfelt reducing form the have im- of loungeafternoonStillrigors others spaceof concentrated, rest thatwent period, would evenplace uninterruptedwhenprovidefurther, for dialogue conferees aadvocating change discussion participants fromto meeta mid-the and and talk informally. tioncalledwhoown,might asrecommended or "structureda findexchange relief time from to ideas informality," theserelax, the with exhaustingmeasures investigate their which colleagues.favored struggle problems would what against Those onfunc- they their longitsEvenchaos consultants, since thethat location decidedcharacterized although ofthat the a conferencethecharette charette'ssteering was so committee questionedcloselyinitial stages. identi- had by EpilogueMarchSince the 1, 1969,conclusion the high of the school Dunbar and, charettP, indeed, theon buildingspecialists, program, to oversee using Dunbaran $80 asmillion a prototype. educational becomeentire Baltimore suffused withpublic its schoolspirit. system seem to have madeSubsequent at the eventsend of appearthe charette to support by one an ofevaluation its most BoardhadrevisionSchoolA student engaged of inSchool soon newspaperMarch, Caudill after,Commissioners study and,Rowlettwas was foundedin begunApril, Scott, announced at forthe schoolDunbar curriculumBaltimore that design High it gone"Eveneffectiveministrator on if herethe participants, school hasnamed made is Fred never history."a Model Clifton. built," Cities he said, Program "what ad-has ParticipantsGoldieMaryCommunityAlma Ann BakerAdams Anderson LucilleHazelRobert Givens DouglassGorham JohnArleneGeorge Lanier KilpatrickR. Kibbe * *Russell Stewart JessieSamuel Strawder Sawyer *Michael*Richard*Clarence**Shirley Judy Black BrownBailey Brown Blands * *Alice Harris WilliamHattieBernadineBernard Harrison Harris,Henry Harrison M.D. * * Allen Meecham*Issac*Francine Mc Cullers JamesDorothyLloyd McGowan McCleod *SamuelMary TerryCharlotteJamesWillie Young, BeaR. TylerWilliams Tucker O.S.P. *Rodney*Roger Carey DeRobertClarenceChristopher Leaver Dalton Burns Cuffie **Warren Hubbard NathanMortRichardCynthia Hoppenfield IrbyHerzog Johnson **Chester**Samuel SawyerParham*Richard RichWilliamDaniel T. Russell Murray **Dunbar Faculty*Dunbar Member Student Richard C. Donkervoet Professional RayBaltimore,Cochran,Contract Drolsum ArchitectStephenson Maryland & Donkervoet *Jerome*T. T. BurtonBrewsterConsultantsHampton,HamptonCornell University InstituteVirginia EducationalSidneyMaryland Geister State Specialist Department of Education **Cleveland ChandlerBaltimoreEducationalRobert Buxbaum City Specialist Public Schools BaltimoreCommunityJohn G. Gist City Schools Public Division Schools U.S.WilliamBaltimore,MorganEconomist Office CollegeChase of Maryland Education LafayetteRochester,EducationalJohn H. Griffith Grisby New Planner York U.S.ChiefThomasWashington, Office of A.Campus Claryof D.C. Education Planning Section * *William Hafner Washington,Sociologist D.C. Equal Employment Opportunity Commission Consultant to U.S. EducationalBaltimore,ModelFred Clifton Cities CoordinatorMaryland Agency EducationalSterlingArchitectAnnUniversity Arbor, Keyes & EducationalofAssistant Michigan Michigan Facilities Planner *Roger CoyBaltimore,ContractAlexCochran, S. Cochran Architect StephensonMaryland & Donkervoet BaltimoreCochran,ContractDouglas City KingstonArchitectStephenson Public Schools & Donkervoet *Paul CurtisCornellOxford,University UniversityOhio of Miami *Marie KirkOxford,UniversityBaltimore, Ohio of Maryland Miami **Chief Professional*Graduate Consultant Student **Herbert Darling Dayton,Planning Ohio Associate Health andGovernmental Services NewEducationalSherwood York, New KohnFacilities York Laboratories GrinnelBaltimore,ManpowerRobert Lee Locke MarylandCoordinator *Samuel ReidEducationalHamptonBaltimoreMartin Raila Institute CitySpecialist Public Schools FilmmakerArchitecturalNewLarryBaltimore York, K. Madison City New Adviser Public York Schools *Henry*David Richardson RiversHampton,Cornell University Virginia Baltimore,SocialElvaModel Matthews Welfare Cities Maryland AgencyCoordinator BaltimoreCommunityJuneOxford,University Ross Ohio Cityof Relations Miami Public Schools BaltimoreGuidanceCharlotteGeorge A. MebaneSpecialistCity Meyer Public Schools CornellB.Alice LawrenceSpecialist, C.University Rusk Rachlin Library Services MarylandAssistantWalterBaltimore, E. State CommissionerMylecraine Maryland Department ofEducation of **David Runnells KansasRunnellsArchitectBaltimore City, and City MissouriWinholtz Public Schools *Karen MorrisU.S.Washington, Office of EducationD.C. Education **Michael Schwartz JamesHaroldWashington, H. Weiss Stephenson and D.C. Associates Oxford,UniversityCochran,ContractN. C. Perry Ohio ofArchitectStephenson Miami & RichardCochran,ContractBaltimore, Strickland ArchitectStephenson, Maryland & Donkervoet DepartmentBaltimore,RecreationClarence J.Maryland of CoordinatorPendleton RecreationDonkervoet ElementaryThomasOxford,UniversityBaltimore OhioWallace of CityEducation Miami Public Specialist Schools **Chief Professional*Graduate Consultant Student *Charles PriceHampton,HamptonBaltimore, InstituteVirginia Maryland * *Julian White Houston,ArchitectCaudill RowlettTexas Scott Institutional Representatives James Bakeman Jerry Monaghan Greater Baltimore Committee Voluntary Council on Equal Opportunity David Duncan David Price Department of City Planning The Johns Hopkins Medical Institutions Stephanie Fontenot Charles Tilden Saint Francis Academy Provident Hospital Richard Hammann Arthur Valk Department of City Planning Department of City Planning Morton Hoppenfeld Harold Young The Rouse Company Department of City Planning David Levy Sister Mary Paraclete Young The Johns Hopkins Medical Institutions Saint Francis Academy

Dunbar High School Charette Staff HONORARY CHAIRMAN SECRETARY Honorable Robert L. Douglass Rosie S. Keene Baltimore City Council Gussie Dargan

GENERAL CHAIRMAN STUDENT AIDES Hattie Harrison Vanessa Bogues Roger Carey CHARETTE CHAIRMAN Lenora Jones James Haywood Harrison Russell Keene ASSISTANT CHARETTE CHAIRMAN Ray McKinney John Douglass EXECUTIVE CHAIRMAN Melvin Moore, Jr. DESIGN FOR ETVPLANNINGFOR Other SCHOOLS WITH TELEVISION. Reports A report on facilities,present and future, needed to accommodate instructional television andother new educational programs. Prepared for 1 From EFL by Dave 1 Chapman, Inc., Industrial Design.

EFL DESIGN FOR PAPERBACKS: The following publicationsare available withoutA HOW-TO REPORT ON FURNITURE charge from the offices ofEFL: 477 Madison Avenue,FOR FINGERTIP ACCESS. New York 10022. Physical solutions to the problems ofdisplaying paperback books foreasy use in schools. 45

EDUCATIONAL CHANGE AND ARCHITECTURAL CONSEQUENCES. A COLLEGE IN THE CITY: A report on school design that reviews AN ALTERNATIVE. the wide choice of options available to those concernedwith A report of a new approachto the planning of urban planning new facilitiesor updating old ones. campuses, with facilities dispersed through thecom- munity, designed toserve community needs and toTHE IMPACT OF TECHNOLOGY stimulate community redevelopment. ON THE LIBRARY BUILDING. A position paper reporting BRICKS AND MORTARBOARDS. an EFL conference on this subject. A guide for the decision-makers in highereducation: how the colleges and universitiescan provide enoughRELOCATABLE SCHOOL FACILITIES. space for the burgeoning enrollments of this decade;A survey of portable, demountable, mobile, anddi- how the space can be made adaptableto the inevi-visible Schoolhousing in use in the United States and table changes in the educationalprocess in the dec-a plan for the future. ades ahead. (One copy available withoutcharge. Additional copies $1.00.) THE SCHOOLHOUSE IN THE CITY. An essay on how the citiesare designing and rede- CAMPUS IN THE CITY. signing their schoolhouses to meet the problems of EFL'S annual report for 1967 andan essay on thereal estate costs, population shifts, segregation,pov- physical problems and trends in planning ofurbanerty, and ignorance. colleges and universities and their potential roleas a catalyst in the remaking of the cities. THE SCHOOL LIBRARY: FACILITIES FOR INDEPENDENT STUDY COLLEGE STUDENTS LIVE HERE. IN IHE SECONDARY SCHOOL. A report on the what, why, and how of college hous-A repo:-t on facilities for independent study,with ing; reviews the factors involved in planning, build-standards for the size of collections, seating capacity, ing, and financing student residences. and the nature of materials to be incorporated. SCHOOL SCHEDULING BY COMPUTER/ 8. THE SCHOOLS AND URBAN RENEWAL. THE STORY OF GASP. A case study of the Wooster Square renewal project A report of the computer program developed by MITin New Haven, Connecticut. to help colleges and high schools construct their com- plex master schedules. 9. AIR STRUCTURES FOR SCHOOL SPORTS. A study of air-supported shelters as housing for play- SCSD: THE PROJECT AND THE SCHOOLS. fields, swimming pools, and other physical education A second report on the project to develop a schoolactivities. building system for a consortium of 13 Califenia school districts. 10. THE NEW CAMPUS IN BRITAIN: IDEAS OF CONSEQUENCE TRANSFORMATION OF THE FOR THE UNITED STATES. SCHOOLHOUSE. Recent British experience in university planning and A report on educational innovations in the school-its implications for American educators, architects, house during the last decade. With financial data forand planners. the year 1968. 11. DIVISIBLE AUDITORIUMS. Operable walls convert little-used auditoriums and theaters into multipurpose, highly utilized space for PROFILES OF SIGNIFICANT the performing arts and instruction. SCHOOLS A series of reports which provide information on12. THE HIGH SCHOOL AUDITORIUM: SIX DESIGNS FOR RENEWAL. some of the latest developments in school planning, Renovation of little-used auditoriums in old and design, and construction. middle-aged schools to accommodate contemporary SCHOOLS WITHOUT WALLSopen space andeducational, dramatic, and music programs. how it works. THREE HIGH SCHOOLS REVISITED: Andrews, McPherson, and Nova. MIDDLE SCHOOLScontroversy and experiment.TECHNICAL REPORTS ON THE WAY TO WORKfive vocational ori- ented schools. 1. ACCOUSTICAL ENVIRONMENT OF SCHOOL BUILDINGS. Acoustics of academic space in schools. An analysis of the statistical data gathered from measurement CASE STUDIES OF and study. EDUCATIONAL FACILITIES 2. TOTAL ENERGY. A series of reports which provide information on spe-On-site electric power generation for schools and col- cific solutions to problems in school planning andleges, employing a single energy source to provide design. light, heat, air conditioning, and hot water. 3. 20 MILLION FORLUNCH. A primer to aid schooladministrators in planning and evaluating school foodservice programs.

COLLEGE NEWSLETTER A periodical on designquestions for colleges and universities.

FILMS EXERCISE IN ECONOMY. A 15-minute color film descritAingthe planning, con- struction, and operation of ageodesic-doomed field house at Walt Whitman HighSchool, Bethesda, Maryland. Available on loan withoutcharge from EFL in care ofAssociation Films, Inc., 600 Madison Avenue, New York, New York10022, and for pur- chase at $90.00 from EFL.

TO BUILD A SCHOOLHOUSE. A 28-minute color filmoutlining the latest trends in school design. Available on loanwithout charge from EFL in care ofAssociation Films, Inc., 600Madison Avenue, New York, New York10022, and for pur- chase at $91.50 from EFL.

ROOM TO LEARN. A 22-minute color film on TheEarly Learning Cen- ter in Stamford,Connecticut, an open-plan early childhood school with facilities and programreflect- ing some of the best currentthinking. Prepared by The Early Learning Centerunder a grant from EFL and available on loan withoutcharge from Associa- tion Films, Inc., 600 MadisonAvenue, New York, New York 10022, and for purchase at$125.00 from Association Films Inc. CREDITS

Copy edited by Gaila Coughlin

Designed by Michel Goldberg

Printed by Wintry Press Ltd.

Photographs by George Zimbelexcept pages 26 and 28 by William Hafner. The Baltimore Charette Case Studies 13 of Educational Facilities