TITLE New Schools for New York. Plans and Precedents for Small Schools

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TITLE New Schools for New York. Plans and Precedents for Small Schools. INSTITUTION Architectural League of New York.; Public Education Association, New York, N.Y. REPORT NO ISBN-1-878271-03-2 PUB DATE 92 NOTE 197p.; For related documents, see UD 030 113-114. AVAILABLE FROM Princeton Architectural Press, 37 East 7th Street, New York, NY 10003 (ISBN-1-878271-03-2, $24.95). PUB TYPE Reports Evaluative/Feasibility (142)

EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Architectural Research; Cost Effectiveness; Educational Change; Educational Environment; *Educational Facilities Design; Elementary Secondary Education; Neighborhood Schools; School Restructuring; *School Size; Site Selection; *Small Schools; *Urban Schools IDENTIFIERS New York City Board of Education

ABSTRACT This study illustrates with specific designs how the city might meet two critical educational objectives in its first program of new school construction in many years. Thestudy designs show how New York might build schools small enough to meet criteria for effective learning environments and how these small schools might be closely integrated with their communities. Following an introduction by Rosalie Genevro, two essays discuss the aims and implementation of this study: "Advocacy and Architecture" by Jeanne Silver Frankl and "The New Small Schools for New York Design Study" by Rosalie Genevro. The six neighborhood architectural and educational programs developed through the study are then profiled and amply illustrated. A final essay, "Building andLearning," by Anne E. Riselbach, expands the analysis of he development of school design in New York City. Drawings and texts are the result of exploration by 50 teams cf architects, credited with their drawings. Contains 138 references. (SLD)

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Points ot view ov oponfonsslated in Pus docu- TO THE EDUCATIONAL RESOURCE ment do not necessarily represent official OFRI position or policy INFORMATION CENTER (ERIC)." New Schools for NewYork

3 New Schools for New York Plans and Precedents for Small Schools

The Architectural Leagtic ot Ne\V York lclucation A sociation Princeton Architectural Press

4 REST COPY AVAILABLE Published by Princeton Architectural Press 37 East 'th Street New York, New York 10003

1992 The Architectural League, The Public Education Association, and Princeton Architectural Press, Inc. ISBN 1-878271-03-2

Printed and bound in Canada

Format and cover design Design Writing Research Page larout/production Stefanie Lev: Special thanks to Judy Blanco, Clare Jacobson, Kevin Lippert, Laura Nlircik, Tim Fast, Erika Updike, and Ann C. Urban

Libra)), ofCongress Cataloguing-in-Publication Data New schools for New York. p. cm. Includes bibliographical references.

ISBN 1-878271-03-2 (paper) : $24.95 1. School buildingsNew York (N.Y.)Design and plansCase studies.2. School sizeNew York (N.Y.)Case studies.3. Urban schools New York (N.Y.)Case studies. I.Architectur..1 League of New York. II.Public Education Association of the City of New York. Princeton Architectural Press. .B3221.N436 1992 27'.1'097471dc20 92-39205 C1P

COPY AVAILABLE 5 CONTENTS

PREFACE Paul Spencer liprd

PREFACE Irving S. Hamer, /r.

ACKNOWLEDGMENTS 8

INTRODUCTION 20 1?osalie Generro

ADVOCACY AND ARCHITECTURE Adime.rihrr /-*/ :Mk/

THE NEW SCHOOLS FOR NEW YORK DE.IGN STUDY Rosillie Gene Pro

MORRISANIA [he Bronx

FLUSHING Queens

HARLEM Manhattan

SUNSET PARK Ui Brooklyn

WASHINGTON HEIGHTS 114 Manhattan

PROSPECT HEIGHTS 141 Brooklyn

BUILDING AND LEARNING lit Anne E. Riew Marl,

BIBLIOGRAPHY /

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6 PREFACE

The drawings and texts in this catalogue are the In making the exploration, these architects revived result of an unusual exploration by some fifty a much neglected role for design, that is, as a tool teams of architects of the fOrms New York City of investigation. Each scheme, each iteration school buildings might take if they were allowed revealed new possibilities, new issues to address, to be substantially smaller. The exploration made new problems to resolve. The schemes also deep- possible evaluation of the issue of size from points ened the understanding that must inform actual of view that could not otherwise have been consid- design of our public works. In organizing New ered. The designs showed what smaller schools Schools for New York with the Public Education might look like, as well as what different meanings Association, the Architectural League was very they might embods to he truly helpful to children, pleased to be able to contribute to that under- teachers, and neighbors. The designs suggested standing. different spaces that could be provided and how they might he used so that all participants in Paul Spencer 13vard schooling could work better in them. Equally President, Architectural Leitgue of Neu, }.ark importantly, the designs showed new ways these schools might fit with the existing fabric of the city. As juror Henry Cobb perceived, they made clear not only how much simpler and easier each one would be to develop and build, but also how much less -traumatic" an intervention each would constitute in its neighborhood. In preparing these drawings for the New Schools for New fork project, the League architects explored a subject matter of intense importance to New York City. What is done with the new school construction program will have enormous impact on our social and politic d ft tore. The exploration of the choic,the program might engage is crucial to such an enormous public undertaking. The choice of form will be important not just to our social interests, but also to our future physical definition as a city, as anyone trav- eling our landscape and becoming aware of the pervasive, powerful presence of our existing school buildings knows. When we achieve a new "vision- for New York, the form of our schools will be .t critical part of

NEW SCHOOLS FOR NEW YORK PREFACE PREFACE

PEA's original idea for New Schools for New York Events are catching up with the vision of the New aimed to excite the enthusiasm and endorsement Schools for New York collaborators that, someday, of skeptical educators and policy makers for the ordinary city teachersnot just brilliant rogue importanceand feasibilityof small schools for educators who could teach in a parking garage pity kids. will have a means and mandate to know every Traditional mindsets resist the notion that child they are trying to teach. cities should provide public school children the small neighborhood schools that nurture their Irving S. Hamer, /r. peers in non-urban and private institutions. But ( ;/ tie. Public Education Association big-city students particularly confront a torrent of harsh realities; they need schools which provide relief from anonymity, not another challenge to overcome the loneliness of the crowd. The most direct svay we can recover our cities' lost sense of community is through small schools that bring support and learning to children and their families. New Schools for New York was conceived in the belief that even the most earnest discussions on school restructuring remain shallow if we fail to assure a workable scale within which students and teachers can function. The quality of participation by architects and designers exceeded our highest expectations. Their practical, beautiful designs concretize educational ideas with a level of insight that can't be argued away by cost cutters. As we had hoped, the effect has been to inspire and inform changes of perspective and emerging policy. A trend seemed to start with the wholehearted jury participation of Chancellor Fernandez's representative Amy Linden, chief executive for school facilities for the Board of Education, and the warm reception for the small school designs in the popular and professional press. Now the Board is moving to create more than two dozen new small schools and integrating sonic of them, as New Schools for NewYork proposed, with other communit facilities.

NEW SCHOOL', FOR Nrw YORK I IEFACI ACKNOWLEDGMENTS

New Schools for New York was the collaborative Anna Hopkins, Amy Linden, Deborah Meier, effort of two organizations with very different mis- Leslie Robertson. and Susana Torre spent two sions but with the shared goai of contributing to days thoroughly evaluating the proposals and the quality of public life in New York City. For engaging in an illuminating discussion of the well over 100 years the Architectural League of significance of school buildings and the particular New York has helped architects, artists, and the features that make sonic schools desirable and public enrich their understanding of the purposes appealing. and importance of the art of archit.:cture. Since In the Bronx, the project took shape with the 1894, the Public Education Association (PEA), a help of John Wade, at the time director of educa- citizens policy analysis .uid advocacy group, has tion, now policy director for Borough President worked to assure poor, immigrant, and minority Fernando Ferret, and Bernd Zimmerman, director children access to quality education in New York of planning in the Borough President's office. who City public schools. The (v.° organizations were each provided indispensable assistance to the pro- brought together at the instigation of former PEA ject. We thank Mark Weiss, principal of Bronx board member Thomas Jacobs in 1989 to capture Regional High School; Moira Germah,...; Carmen the op' ortunity for a new approach to school Russo, formerly superintendent of Bronx high building, represented by the creation in New York schools and now city superintendent of high of the School Construction Authority. schools; and Wilfredo \breu of Community 'Hie New Schools for New York project was School District 12, all of whom gave generously of directed be PEA president Mary Ellen Fah s and their time to discuss the program for the Bronx site. executive director Jeanne Frankl and Architectural Principal Jerry Goal opened the doors to League president Paul Byard and executive direc- Prospect Heights High School and provided sev- tor Rosalie Genevro. Project coordinator Alex eral extensive tours of one of the more dilapidated Cohen did a remarkable job of generating infor- school plants serving the city's children. PHHS mation, establishing contacts. and keeping the faculty members and academy heads Francesco whole enterprise in motion. Architectural League Bonavita, Barbara Dixon, Jerry Gissinger, and committee members Kneale Culbeath, Craig Peggy Griffiths graciously spent an afternoon dis- Konyk, Frank Lupo, Shauna N1osseri, Roe cussing their pedagogical goals and what kind of Strickland. Peter Salmon, and Susana Torre and school environment they would like to have. PEA committee members Judith Baum, Sheila Our work in Sunset Park was greatly assisted Haber, Thomas Jacobs, Joan Griffin McCabe by District 15 Superintendent William Casey and now a citi council member), and Nlariorie V'ilkes the information and contacts lie and his stall pro- contributed an enormous amount of time to vided. We also thank Deputy Superintendent defining the goals of the project and creating the Jesse Pincus; Marc Gross; Blanca Ortiz, principal specific educational and architectural programs. of P.S. 1; Assemblyman Jim Brennan; Renee Early on, New York City public school prin- Giordano, president of the Friends of the Sunset cipals Deborah Meier and Cesar Previdi and Park Library; and the many community residents superintendent Argie Johnson met with the orga- who attended community meetings to discuss the nizing committees to discuss in general terms what program for the project. desirable small schools would look like and what The prorwani fiir P.S. 90 in Harlem was con- kind of experience they would offer their students ceived by the planning staff of the I lalem Urban and teachers. When the design proposals were in Development Corporation as part of their larger hand, in early 1990, jury members Henry Cobb, plan for the Bradhurst area. The League and Pl,A 9

NEW SCHOOLS FOR NEW YORK ACKNOWLEDGMENTS are enormously indebted to Lionel McIntyre, grateful to David Ment, head of special cc Ike- director of planning lOr the Harlem Urban Devel- tions, the Milbank Memorial Library, Teachers opment Corporation, and to HUDC staff members College. Columbia University, for his extensive Regime LaRoche and Nilda Nlendez for their help. help in creating the public schools section of the In Vcashington Heights, Community School "Building and Learning" exhibition. We also Board 6 chairman Gui Ileimo Linares, now a city thank Jay Ames at the Division of School councilmember, was an enthusiastic and insightful Buildings. New York City Board of Education; supporter of New Schools for New York as a way Ken Karpel, now at the School Construction of investigating new strategies for building schools Authority; and staff members of the New York in this extremely overcrowded district. We also City landmarks Preservation Commission and thank Deputy Superintendent Nlartin Nliller and New York City Art Commission for their help. members of the community school board for their Rosalie Byard, Andrew Dolkart, Christopher interest in the project. 'H: late Ann Loftus, ts Gray, and Thomas Mellins were generous with district manager fOr Community District 12, \vas source material and advice. In addition we would an invaluable source of information about the like to thank the independent schools for the corn rilla MIN'. Lenore Peat' and Annice Alt were access they provided to archival collections. Those extremely generous on several occasions in sharing who opened files, gave detailed tours, and their knowledge of child care needs in Washing- explained the history and goals of each school ton Heights, as were Nilma Baez, Rosa Jolanda were Jill Axthelm and John Schiff, 'Ile Acorn Pineda, and Beth Rosenthal. School; Joan Cenedella, The Bank Street School Community School Board Chairperson for Children; Sharon Stearns and I.ewise Lucaire, Arlene Fleishman in Flushing made it possible 1:01" The Brearley School; Ned O'Gorman, Elsie New- the New Schools organizing committee to discuss burg, and jell Fine. The Children's Storefront; the project and elicit community response at .in Frank Carnabuci, The Dalton School; Judith annual parents night at the hoard. We are also Rich. The Fieldston School; Annie l,aRock, The grateful to Dominick Ciampa, owner of the pro- Little Red School House; and Lee Scott and Doro- ject site. and architect Nlario LaGuardia of thy f lutchinson, The Packer Collegiate Institute. Brennan Beer Gorman for their interest and assis- New Schools for New York was funded, in tance. Pauline Chu, Bernard Haber. Marilyn part. by the New York State Council (Or the Arts Bitterman, Reggie Collena, Tommy I luang, and and the Design Arts Program of the National VMLCM Ri so also helped in a number of ways. Endowment for the Arts. Generous additional In preparation of PEA's supporting docu- support was provided by the Aaron Diamond ments, Dian(' DOI.Inky re%Cardled potential Foundation, the Charles Revlon Foundation. the sources of Coq ',IN .111t2,',111 small school construc- Andy Warhol Foundation for the Visual Arts, the tion with intrepid determination and energy, and Rockefeller Foundation, and the Lucius N. Alice Smith lent the disparate materials a consis- Littauer Foundation. the Exxon Educational tent editorial voice. Foundation funded the Public Education Architectural League program director Anne Association's "Small Schools and Savings" project. Rieselbach researched and organized the exhibi- Last, but most importantly, the PEA and the tion "Building and I earning: A Photographic ArthitecturalI eague thank the more than 16(1 Survey of the I [story of School Design in New architects and designers who volunteered their York City." which provided a historical context time and talents to produce the designs that are For the design study. The I eague is extremely the core of the New Schools for New York study.

NEW SCHOOLS FOR NEW YORK ACKNOWLEDGMENTS INTRODUCTION Rosalie Concern

The Architectural League and the Public Educa- fact, one thread of the history of school building tion Association organized the New Schools for in Ness York offers ample precedent of how to New York design study to illustrate with specific take creati;e advantage of small sites, existing designs how New York City might meet two criti- buildings, and general development activity: pri- cal educational objectives in its first program of vate schools, day-care centers, and alternative pub- l'Ic:\ school construction in many Years. The study lic schools have often, by necessity, adapted designs show how New York might build schools -found" spaces as homes, especially during the small enough to meet contemporary criteria for an early years of such institutions. While "makeshift" effective learning environment and how those is not a condition to be emulated. -ad-hoc" and small schools might be closely integrated with -flexible" as strategies are. Even the most crowded their communities. communities usually have a number of vacant The yen large size of Ness York City schools sites, tradition:My thought to be too small for is\\ idely recognized as one of their greatest prob- schools, as well as other types of unused or under- lems. The unrelenting pressure to educate large used buildings into which schools could he inte- numbers of students has over the years fostered grated. adherence to a largely unexamined. misappropri- Accordingly, the League and Public Educa- ated argument about -economies of scale"that it tion Association (PEA) developed six architectural is more economical to build large schools. ever if and educational programs for New Schools for as a consequence of that size they do not work: New York that would test the feasibility of a cre- and this stance has long prevented serious exami- ative "urban opportunism," using means such as nation of the possibility that New York City insertion, rents\ ation, and combination with other [night build anything else. While the idea that facilities as building and development strategies. school buildings can be shared productively with An abandoned I-I -plan school in the Bradhurst other agencies and groups providing social, educa- section of Harlem was to be renovated into a small tional. cultural, and health services (thus bringing high school and facilities for senior citizens, adult family services into the school and extending its education, day -care, md a library. In Hushing,. a reach as sell as the length of its day) has been dis- middle school for 200 sixth, seventh, and eighth cussed since the early twentieth century, it has not graders was to be inserted into a mid-rise commer- been widely developed in New York City because cial building to he constructed on Nort:iern of difficulties in coordinating efforts and allocating Boulevard. The existing Prospect Heights High expenses for separate agencies providing the ',Cr- School. in Brooklyn. was to he divided into four ices. semi-autonomous "aco.le 'flies." In Washington Ness Schools for New York and its 160 par- Heights, an 80- by 100-foot vacant corner participants set out to see if they couldn't influence celminiscule be typical school building stan- this situation by pros iding actual designs for daidswas to serve as the site for an early child- buildings proposing alternative approaches. Our hood center for 200 prekindergarten through plMISCsax that it would be possible to build second grade students and up to 60 day-care chil- many small schools in New York if ingenious and dren. An elementary school for 3S0 children and a innoNative approaches toward using the existing branch library were to be combined on a site on built fabric of the city were adopted. along with a 1'0111'dt AVL'Illie in Sunset Park, Brooklyn. On a ssillingness LOstake judgments based on an evalu- larger vac.stu site its the Morrisania area of the ation of the0semit quality of a facility rather than Bronx, m educational complex for elementary, its adherence to nktiad indkidual standards. In middlemd high school students, along with day- 11

NEW SCHOOLS roR NEW YORK INTRODUCTION care facilities, social service offices, md commu- Amy Linden, chief executive for school facilities of nity spaces seas to be created as a new Lommunity the New York City Board of Education; Deborah focal point. Meier, founder and principal of the Central Park In the fall of 1989, with these programs and East schools in Manhattan; and architect Susana strategies to be tested in hand, the Leag,ue and the Torre of Susana Torre and Associates. Leslie PEA issued a "call for entries" in the design study, Robertson, a structural engineer, and architect and asking architects to help in the investigation by League president Paul Board also contributed sub- designing actual school buildings that responded stantially to the evaluation of the proposals. to the programs. Fifty-two proposals were pro- The last section of the catalogue suggests the duced by some 160 architects and designers, larger contextchronological and philosophical- working individually or in teams. All of the pro- in which the New Schools for New York project is jects submitted, and the detailed program for each situated. Anne Rieselbach's essay "Building and site, are documented in the sites section of this Learning" expands the historical analysis of the catalogue. development of school design in New York City, The essays that follow discuss the premises first presented in exhibition format during the that guided the design study and the results design phase of the New Schools project. The his- achieved. In "Architecture and Advocacy." Jeanne torical material makes clear that public and private Erankl reviews work of the Public Education school design has at times benefitted from great Association and other groups and intik iduals that architectural ambition and the intelligent transla- argues f'or the significant contribution small tion of new educational theories into bricks and schools make to student success. Frankl also sum- mortar. There have though, been periods of marizes the findings of a PEA study of the cost intense public frustration with insufficient school ramifications of building small schools. The PEA space, cost of school construction, and the poor stur suggests that the presumed economic advan- condition it. which schools were maintained. The tages of large schools over small may be far less bibliograp.of historical and contemporary substantive than conunonly thought. Such factors sources provides a guide to studies and writings on as shorter construction time, competition among a the impact of school size on learning, recent archi- Larger field of contractors, a larger choice of sites, tectural analyses of school design, and con tempo and the possibility of extensive use of renovation racy and historical evaluations of the school build- rather than [lox construction May in lac( make the ing program of" the New Yolk C.i,y Board of construction ()Ismail schools cost competitive. Education. In Hie New Schools for New York Design `study,"I discuss the designs produced fOr each site, malyzing a range of issues: how to plan and orient classrooms, how to juxtapose different uses in the building, how to make rooms flexible enough t,, serve more than one use, and how to ...announce" the school to the street. The project review grows out of the comments and insights of the jury members who analyzed the design schemes: architect I lenry'obb of Pei Cobb Isreed and Partners: Anna llopkins. director of the (:rand Sucet Settlement on the I osser Fast Side;

i 2

NEW SCHOOLS FOR NEW YORK INTRODUCTION ADVOCACY AND ARCHITECTURE ADVOCACY AND ARCHITECTURE Jeanne Silver Frank'

In providing arresting and provocative Visual society now insists with increasing ferocity that if substance to concepts of what small, community- den,ands of technology, social order, and world centered schools can be, the architectural inves- competition are to be met, its children must he tigations of New Schools for New York lend educated better than ever befOre. PEA sees the support to a burgeoning social reform movement. small-schools concepts, brought so close to life in Observations, studies, ind interviews with the &signs of New Schools for New York, as the educators by the Public Education Association centerpiece old campaign for educational redemp- concur with other research: Students learn better tion of our public schools and our city. in small schools because they feel more account- Three factors bearing influence on the future able, more significant, and more inclined to par- of New York City education make it timel to ticipate in class and extracurricular activities. :\ promote this position as the 1 990s begin: 1989 studyl of 3.43 urban elementary and middle A broad recognition of the acute crisis in schools in Chicago for example fOund that. after urban education and the social implications ol income level, smaller school size was the most to educate and empower those with the important factor in student achievement. Not sur- fewest resources. prising. Where participation thrives. where every An increased understanding of the inter- student can make a difference. students take more relationship between schools and communities, pride in themselves and their achievements. supporting a now fully emerged professional con- Teachers, too, share in the motivating benefits of sensus on the need for small schools. small schools: A 1 99 1survey of sonic 13,000 The creation of the New York City School urban elementary school teachers l'ound school Construction Authority (SCA) and a 51.3 billion size to he the single most important la....tor related live -year capital plan for school construction and to how teachers embrace school reform--more renovation, marking the first (and in all likelihood important than achievement levels, racial compo- last) major investment in schools-as-buildings in sition of a school, the student mobility rate, and many Years. the concentration of loss - income students. And, In 198-, the city's own Commission on the finally, for the growing, number of students whose Year 2000, chaired by then-President of the Board academic energies depend on access to social and of Education Robert S. Wagner, Jr., issued a personal supports, MA schools make a commu- strong recommendation that "as the city's ten-year nity-centered approach more possible. capital plan for school construction is developed.

The Public Education Association (PEA), 1 smaller school size should be emphasized.-3 citizens' policy-analysis and advocacy group, has Nevertheless, recent Board of Education requests worked since 1 891 to make New York Citv's pub- for funds to support the SCA building program lic schools work For all childrenpoor. immi- project schools that are far too large: Out °fa total grant. and minority children specifically, helping of SO proposed elementary sehOOISi I are planned assure them access to an education as good as that for 1,200 seals, double or triple the size researchers of their middle-class peers. These students have and advocates know is appropriate: 12 of the 16 always needed advocates. PEA\ position, driven planned high schools are designated as 2.000-seat by a durable vision of democracy in America, has buildings, and of 8 intermediate schools. none is remained consistent and influential, propelling for fewer than 1,200 students and most are for reforms in the organization and program of 1,800 or more..' schools as well as maintaining ever greater fidelity Present circumstances, while fraught with to the proposition that every child can learn. But crisis. offer profound opportunities that oblige

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE private citiiens to take a special role in shaping school must offer a climate that is emotionall sta- public policy on schools. Guided by tradition, bilizing and that encourages academic interest anti eonseratism. and (in times of fiscal crisis), a well- persistence. Not only can small schools make rationaliied penury, educational and civic policy effective environments for learning more possible. makers are resistant w change. The bureaucracy but also their pupilsbecause better known, less prefers variations on standard solutions, presum- frustrated, less alienated, more engaged, and more ing them to be safer and less costly. Responsibility motivatedare more likely to remain in school. for a move to smaller school site and adequate It has becorne equally clear that, in order (0 conununit set-ices cannot be left to public offi- support academic achievement by disadvantaged cials alone. students, schools must function as parts of inte- Nor can parents of public school children he grated community systems of child and parent ser- counted on to reshape civic priorities. Despite new vices, including but not limited to health, parent support l'or -parent involvementin setting school and adult education, and counseling. In New York poli(, current public school constituencies have City inI 992 itis estimated that over -0 percent little cloutparticularly those of the inner city, of students ha\ e special needs attributable to where stakes are highest and parents are least afflu- poverty or racial isolation.lany are front new ent and powerful. immigrant families with little or no proficiency in The New Schools for New York project was English; often they are being raised in troubled undertaken as part of l'EA's effort to rally citiien neighborhoods by single-parent families, by two support for a building policy consonant with edu- working parents, or under other sell-compound- cational good sense and societal needs. New ingly difficult or abusive conditions--all circum- Schools for Ness York, is an act of advocacy, stances that generate needs for practical and e desires above all to lessen the risk of immuring tional supports as an antecedent to academic ourselves and our children in a wrong solution. If learning. Historically, New York C:it schools lost we too cautiously invest the unique and tremen- many pupils for lack of the health. counseling. and dous potential of the SCA in large schools, the recreation services needed to support their further mistake will be lived with for generations to conk. schooling. Society can no longer afford such loss An enlightened. bold stroke of public commit- because it can no longer absorb those who lack a ment to small schools now, however, will help formal education or provide them with sustaining bring about teal change in the quality of those work. same generations' lives. The Carnegie Foundation for the Advance- ment of. Teaching reported in 1088: THE CASE FOR SMALL SCHOOLS Most eitiwhools are too big, and anoTonity Childrenneed supportke personal relationships among stueleuts is a perrwsive prob17,m. . . with adults and peers to sustain interest in attend- Overcoming anonmity--creating a setting ing school and learning. This has always been true. in which :Toystnt/ent i. known personally by and coda( more than ever. An effectke school's an ado11--i. tale ofhi' most co m 'wiling environment nurtures the spirit. curiosity, .111(1 (11111g71tl011., !1rbil 7C11001.,011111%0111.S determination of a Child. I )isatb amaged students. generally in the majority at all grade levels in A decade ago very little consensus existed on the inner-city schools. suffer most in large schools. value of small schools. even though studies front as Particularly for students whose backgrounds pre calk as It4, Ihad supported small-scale learning dispose them to absenteeism and dropping out cm Mutinous as more likely to be chard( teriiedby

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE

BEST COPY AVAILABLE adult and peer support for students. In schools Meier, the acclaimed founder and principal of the small enough for staff and students to work Central Park East Schools and a juror of New together as a team, these studies affirmed, it Schools for New York, and Ted Sizer, the distin- becomes possible to compensate for individual guished former dean of the Harvard School of weaknesses, reinforce strengths, and reach out to Education, founder of the Coalition of Essential youngsters whose risk or potential might otherwise Schools, and author of a leading study of go unnoticed. Public concern about oversized stu- American high schoolsthe conviction that dent/staff ratios, however, emphasized class size schools must he smaller is flourishing. rather than size of a whole school or administra- Most New York City high schools have 2,000 tive unit. to 5,000 students. Thee are incapable of providing Against this trend, PEA began championing a sense of community and caring relationships and smaller schools when its studies of small alterna- have become dysfunctional for todays high school tive high schools in the early 1980s showed them students. PEA's concern by no means limits itself to be more effective than regular high schools in to the high schools and dropout preventionthe preventing "at- risk" students from dropping out. New Schools for New York project programs are Faculty and students alike credited their schools' self-evidently targeted to all grade levelsbut high small size. Further PEA research showed that a school holds the final chances for many current central reasonWINNew York City and State spe- students who have thus far been failed by their cial dropout prevention programs weren't working educational experience. The Board of Education (at a cost of 540 million a sear) lay in the alienat- acknowledges this to the extent that house plans, ing and administratively unwieldy nature of the or the subdivision into units of "schools within large schools themselves. schools," have been mandated for all high schools The city responded to this research11Vslowly with coordinated dropout prevention programs. increasing the number of alternative schools; today But policy has shunned the reality that the diverse there are three times as many as ten years ago. curriculum of comprehensive high schools no Nevertheless. the overall policy of the city school longer responds to the majority of students needs; system in its 19-Os to 1980s fiscal crisis continued most contemporary teenagers arc neither able nor to stand against downsizing regular programs; no willing to take advantage of the range of opportu- schools were being built: and when schools had nities that once earned the eity's high schools great extra seats. official policy was to consolidate and renown. (ose them rather than reduce existing buildings' At all grade levels, small schools directly bene- populations. fit teachers and teaching, the heart of all true edu- In the past half-dozen years a strong body of cational reform. In a smaller setting, possibilities research has grown to support an emerging con- for interdisciplinary and team teaching expand. sensus that smaller size is an essential condition of Teachers can work together to decipher and re- an effective school. New York City's current spond to each student's talents and learning style. Schools Chancellor, Joseph A. Fernandez, agrees While a large variety of electives may not be ava;1- that schools must he smaller. The call by the able, variations on curriculum that may be more Commission on the Year 2000 and the Board of compelling for the student than a pre-packaged Education for high schools of no more than 2,000 elective can be offered, and greater opportunities students marks a significant change from the exist fOr students to help shape what they study. I 960s and I 970s, when new high schools were Issues of teacher empowerment and school-based planned for 1,000 students. It reflects their imme- management, flagships of current urban adminis- diat and most important challenge: to enable stu- trative reform efforts, are also addressed, since dents to complete high school. In cities across the small schools constitute "the most important insti- country and among the nation's most exciting tutional boon to teacher autonomy A small educational leaders--exemliltII Iorah school make, shared decision making and cone-

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE gialit a natural event, not a time-consuming the learning process. Students' physical and men- luxury:" tal health are as complexly integrated with their It also hears noting that in large schmils many ability to learn as are their individual backgrounds students are known to avoid teams and activities of environment and experience. because they feel anonymous, self-conscious. While imperfect and not a substitute for a unwelcome, and perhaps less successful among supportive family, schools automatically provide groups of unfinniliar others. In asmall school, all the best existing interface and highest level of con- students can get a chance to participate in extra- tact with the need:; of children andtheir families. curricular and team efforts simply because each The schools' potential expanded role as an intera- individual is known and needed. gency coordinator is particularlyimportant in Furthermore, research shows that student vio- economically distressed urban areas, where human lence occurs more frequently in large schools, and services are either dispersed among a variety of that many of the recent violent incidents in New organizations and agencies or unavailable. If com- York City schools have been caused by intruders. munity agencies locate their services on the school Stresses engendered by a potentially violent -aims- site, a more comprehensive approach can be taken phere in schools have been shown to have ahighly to meet the economic, physical,educational, and negative effect on students' ability to learn and social needs of individuals and of the community. achieve. The ability to recognize a stranger, possi- Additionally, the school, as locus of positive activ- ble in smaller settings, is an effective security ity, can serve as a catalyst for strengthening and measure, but as the national reportof a 1974 revitalizing the entire community. Presidential Panel determined, in a school "larger PEA stands firmly, convinced that a policy than about 500 students, teachers no longerknow move to much smaller schools,and the reconcep- the names of students they do not teach, and the tion of the school environment such a move principal no longer knows students by name. At would permit, will be repaid many times in educa- about 1,000 students, the principal becomes tional and social gains. We believe that right now, unable to distinguish whether a particular young as the city is in the early yearsof its first major person belongs to aschool.-- school-building program in over sixty years, the Schools cannot perform their duties well with- trend toward largeat times truly giganticpub- out the support of Even parents with time lic schools must be reversed, :inrollment should be and interest and who are not new to the culture capped at decidedly low levels-300-500 for ele- intermediate are intimidated by theformidable size and impos- mentary schools, 300-750 for ing institutional quality of a typical urbanschool. schools and 750-12(1(1 for high schoolsand Small schools inherently support the evolutionof where appropriate and possible. schools should parental trust and involvement, as parents, teach- actively and indeed physically collaborate with ers, and students becomefamiliar with each other community service providers. over time in an unthreatening context. Finally, smaller schools make the realization WHAT IS TRUE COST EFFECTIVENESS? of community-centered educational goals more PEA'S COMPANION STUDY ON SMALL practicable and effective. The vision of "operating SCHOOLS' BUILDING COSTS inner-city schools as a comprehensive human Given the level of support for the concept of small service center which can coordinate existing com- schools, one may well wonder what objections munity resources as well as promote the develop- prevail against it. The response from policy mak- virtually reflexive argument and implementationof new programs"' is ers has continued to be a far more pragmatic than utopian. Although school ment, most frequently expressed as"The city can't systems cannot he responsibleCm meeting every afford it." need of their studentsor of those sti..lents. As a complementary project to New Schools parentsbasic needs cannot be disengaF,ed from tier New York, PEA undertook in 1990 an eight-

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE month study of contracting, construction, and Focusing on the cost of buildings denies thevery site-acquisition costs, called "Small Schools and well-documented, very real costs of educational Savings." to rebut the presumption that building failure. to which large schools makean untenably large is by definition more economical. Our aim negative contribution. was to show that small schools can he affordable The nay-sayers, however short-sighted, can and afforded. If each occasion to innovate, com- nevertheless be met on their own turf. A summary bine, re-envision and collaborateall uniquely of PEA's"Small Schools and Savings," conceived positive forms of what Architectural League direc- and conducted expressly for this purposes follows: tor Rosalie Genevro has termed "urban opportunism"is welcomed, the long-dominant idea of SMALL. SCHOOLS AND SAVINGS" "economies of scale" might be displaced, if not Itis the purpose of this report to question and toppled, and ultimately might be denied its defini- challenge the presumption that capitalcosts of tive effect. By anchoring their resistance to a bland school planning and construction render small rationalization that staircases, corridors, audito- schools uncompetitively and prohibitivelyexpen- rium, gymnasium, and cafeteria cannot be reduced sive, The New Schools for New York design study proportionately to a reduc..;In in the number of provides some practical guidance on small school students, policy makers have shown a dearth of design; a separate PEA study in progress ("Small imagination and enterprise, and a great failure to Schools and Operating Costs,' to be teleased in move aggressively on an important concept. 1992) addresses small schools' operating costs. In the optimism that accompanied the arrival The present study offers a significant body of of the city's new reform-minded Chancellor opinion, solicited through interviews and re- Fernandez, we began our "Small Schools and search' conducted overan eight-month period in Savings" studs' hoping to prove that building small 1990, that, at least where a school is as small as would actually be cheaper. We have managed, at 400 to 500 seats (a size excellently suited to early the very least, to demonstrate how small schools childhood, elementary, and alternative high school can be built for competitive per capita expense programs), savings can he attained by adopting an when ingenuity is employed. Whatever light our "opportunistic" approach to buildingthat is, results are analyzed under, we find the small- taking advantage of opportunities to realize sav- schools arguments SO powerful that the burden of ings as the opportunities present themselves case proof should rightfully rest with the policy mak- by case. Small schools can be created cost effec- ers: It should be their obligation, certainly moral, tively by using small sites, by opening up bidding certainly practical, and perhaps even mandated, to competition to smaller contractors through scor- prove that they actually canna! build or create ing more projects in the S I 0 to 520 million bud- small schools as efficiently as they purport to build get range, by rehabilitating or renovating existing large ones. Our study underscores their failure to structures, by sharing or creating multi-use facili- meet this burden of proof ties, or by collaborating with other public or pri- True cost effectiveness goes far beyond dollars vate construction projects. per square foot. The argument against small schools based solely on the cost of the building We Are Nor Getting Smaller School., process ignores both a student's long-term needs As noted above, a preponderance of evidence and the extreme social costs of human failure that shows that small schools provide a better environ- ultimately show up in huge dollar amounts. A ment for learning, and that their pupils are more dropout can easily Lost more than S60,000 per likely to remain in school. We know that anything year if he or she ends up in the youth corrections that keeps students in school is an excellent long- system. for a single example, and all costs of wel. term investment. It has been estimated be the fare dependency, crime prevention, tnd rehabilita- Carnegie Council on Adolescent Development tion programs are steadily, inexorably rising. ( 1988) that cacti Year of secondary education Is

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE reduces the probability of public welfare depen- rather than its supporters. "Small Schools and dency in adulthood by 35 percent, and that a sin- Savings" makes it abundantly clear m us that their gle year's class of dropouts, over their lifetimes. burden of proof has not been meta 1 costs the nation about S260 billion in lost earn- ings and foregone taxes alone. How to Create Smaller Schools The cornerstone of the argument against As we COOSUIL:(1 indiyidtt als experienced in con- building small schools hears some scrutiny. struction, urban planning, politics, education, real "Economies of scale" is an idea rooted in the fac- estate appraisal, and related fields, we uncovered tory model and mass-production processes. It can many imponderables. There was strong support he defined for our purposes as the (presumed) for the premise that building smaller is inherently lelationship between an increase in the scope of a less costly, but the experts differed on whether and project or operation and a decrease in the incre- to what extent savings in building small schools mental cost. It argues that if a facility serving could be realized from factors such as small con- 1,000 can be built for s dollars, a facility serving tractors' greater flexibility in work scheduling:. 2.000 would cost less than 2v dollarsnot only political considerations (such as the use of union because some spaces could be consolidated in a labor): variations (such as the availability of air larger building, but also because of a lower cost rights) associated with specific sites; and a range of per square loot due to more efficient use of labor other unpredictable cost factors, such as the and resources in large construction projects. After strength or weakness of the building industry at construction, 1 larger entity presumably enjoys any given time. parallel economies of scale in administration, Nonetheless, we found a "critical mass" of operations, and purchasing. support for a flexible strategy, one which takes This is conventional wisdom in private busi- advantage of potential saving: associated with the nesshut we believe that what may he true for .1 interface between the opportunities a neighbor- factory is neither true nor appropriate for a public hood affords for cost-ellective building and its school. An overemphasis on -economies of scale" combination of-educational and community needs. sidetracks us from our primary goal, since .t true The folhming Outlines some of the potential judgment of cost effectiveness must first deter- savings opportunities associated with such a flexi- mine: Is a student from this large or small school ble approach: more likely to graduate: Is this student more likely [!sing smaller sites to go on to join a pool of skilled workers% Is this introduces potential savings in site acquisition student likely to end up in jail or a drug rehab currently ruled out by an insistence on larger program or dependent 00 welfare? Is this student sites, since smaller sites are often proportion- ultimately going to contribute to society or to he a ately cheaper, even when privately held, than drain on 1,1X collITs? the city held/privately held combinations Moreover, the assumptions underlying these required for most large sites presumed economies of scale have not been criti- creates a greater selection of available land, cally or systematic-ally tested in the context of Lon- Wl'ef her owned by the city or privately temporary schools. Instead, a tradition of large Renovation of an existing abandoned or Amderuti- schools built in the past tends to keep school plan- 11/.ed building ners from considering more creative and poten- does not require .ISSCIllbly of a new site tially solutions. The Public does not require an Environmental Impact Education Association finds the small-schools Statement (EIS) argumentsso objectively powerful that the final may allow reuse of existing foundation, burden of pros ing whether small schools actually fkade, walls, and/or bricks. etc. can or cannot he built competitively should employs a different, less expensive labor appropriately rest withtInconcept's opposition market

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NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE Collaboration with other public agencies to incor- available, small schools be scoped, designed and porate smaller schools in multi-use facilities estimated as thoroughly as large schools have been. makes fuller use dcostly public investment There is undoubtedly a fluctuating threshold can bring together related community func- at which the fundamental costs of building a tions and services school are irreducible by strategies based on small uses economies of scale to advantagewithout scale, but our survey could not determine its lim- necessitating large schools its. Whatever that actual threshold, if a small- Integration with private- or public-sector con- school strategy should prove only slightly more struction or renovation projects (for example, expensive in a particular case, we believe an added including a school in a commercial office expense of five, ten, or even fifteen percent would or negotiating with a developer to ircorporate a he justifiable in light of the educational benefits of school in the construction or renovation of low- smaller schools. rise housing) The question of strategy takes on special uses the same site, EIS, and ULL1RP (Uniform importance because New York City public school Land Use Review Process) construction is now being conducted under radi- uses the same architects and other profes- cally new auspices. In 1988 the state legislature sional services created the School Construction Authority (SCA), uses contractors and materials already on with a mission to build approximately thirty -Five location schools over the next ten years. The SCA's Five- may find greater efficiency in the private Year Capital Plan now in effect details cost projec- sector tions for site acquisition, design, and construction At times these possibilities may he mutually exclu- that seem both high and arbitrary. 11 their strategy sive, but at others they may be combined to toward determining size were inherently flexible advantage: For example, when a small-school pro- and would correlate need, savings opportunities. ject is integrated with private renovation instead of and services existing in the community to he new construction on vacant land, maximum cost served, small schools and their attendant advan- CriCCIIVCIICSS can be achieved. tages could be expected to proliferate. The questions to be asked go beyond design issues to functional and programmatic ones. If a The Possibilities of Inherent Sayings school cannot provide a gathering space fir drain Small Projects matic functions during school hours, can its One of the most crucial inherent itdrantiNes of ,t drama club operate after school hours in a class- small school is the shorter time it requires to room space? And is a large auditorium that can build. Itis always faster to build a small school bring an entire school togetherwhich certainly than a larger one, and saving time saves money for makes a contribution to the school's social cohe- society as a whole, regardless of how the costs of sionmore or less important than the increased borrowing and interest payments are allocated by participation in all aspects of school life that takes public-sector budgeting methods. Many builders place in a small school? There are no clear.cut and other professionals in construction manage- answers to these and [elated questions, but there ment believe that smaller contractors are more will never be any until the questions are asked. "streamlined- than their larger counterparts; smaller projects benefit from a larger pool of bid- Lnge rs. Small Stratqies ders: and greater competition fosters lower costs. This report surveys a variety of cost-cutting meth- The observations about competition were particu- ods ivailable under different circumstances in dd.- larly upheld by authorities with direct experience lerent neighborhoods where small school con- in public construction programs. struction is needed. Our bottom line is 5ery All experts consulted agreed that some costs simple: We urge that where appropriate sites are are relatively inflexible: Design fees, legal fees, nd

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NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE other professional costs are relatively insensitive to Ott general principles, a shrewd shopper for school the sue of a project, as are the costs of demolition sites should not automatically rule out smaller of existing structures. Consequently, they are bet- parcels, whether or not they are city owned. An ter distributed in the overall costs of large projects. analysis of IOU real-estate transactions involving But these costs make up a relatively small propor- properties comparable to the New Schools for tion of the total. The bulk of school building New York site in Washington Heights convinced expenses are the direct costs of construction. Here, us that under certain zoning and market condi- many expetts agreed. various factors can make it tions, acquiring small sites from private sources at less expensive to build small than large. reasonable market rates can be a cost-effective On a big job, organization and planning arc alternative to the more typical process of piecing the major challenges. A small project has a sim- together a larger site out of city-held and privately- pler, more flexible work schedule. Delays that held land. Where a private developer might not would be disastrous on a larger project can more put rental housing, because of an unfavorable pro- easily be worked around. And given the size of the jected return on investment, a small school might projects that the S(:A has planned. itis reasonable well thrive. The city might thus achieve savings in to believe that bidders take into account the likeli- site acquisition that are currently ruled out by the hood of delays, Ind build a corresf.cnding cushion insistence on larger sites. Itis flexibility, making into their bids. possible a range of choice, that in the end defines a Our interviews examined issues of lower over- buyer's market. head, leaner organization, more flexible schedul- In addition, a small-site approach would real- ing, lower risk of delays, increased competition. ize ultimate savings by increasing the city's options and availability of work force. Several specific fac- for larger parcels which could serve city-wide tors were weighed in light of current markets and needs, for example, as parks or hospitals, or which circumstances. The consensus is that as the Pr:\ ate could be resold to the private sector. It is reason- market for construction has dried up, the public able to believe that in at least some cases, a large market should have more contractors competing parcel may be more valuable to the city in a com- for work. But the motivation for smaller schools mercial use, which pays property and corporate requires a clear and long-range perspective: The taxes as well as providing jobs, than if used for a boom-and-bust cycles of the construction industry school. are shorter than the lifespan of the ideas that shape It must also be taken into account that com- public policy and planning. So if there arc indeed munity reaction to the proposal or almost any advantages to smaller schools in terms of the COM- public facility is often confrontational. Schools arc petit's ellecs of the bidding process. they should be hardly exempt: Community members have legiti pursued despite temporarily prevailing or counter- mate concerns about traffic generation, children vailing factors. and noise, teacher parking, md so fOrth. In most of these test-wets, smaller schools have a smaller .Cutting.' through Smaller Sites impact, and are consequently easier to "sell." Ideally, sites should be chosen by seeking the best combination of desirable characteristics. The Savinp through Renovation school population should then be determined by Our interviews, which revealed firmly held and working from the dimensions of that best site. often contradictory beliefs, found a strong and rather than the other wa around. A site that is rare consensus of opinion on one point: Reno- well suited to a school, lOr example. with an allow- vation in New York City is much chLaper than able fOotprint and Floor Area Ratio (FAR) that new Construction, even On a site requiring exten- would permit a 00-student school, should not he sive reconstruction. The architect of a private discounted because one has arbitrarily set a NM- school in a cluster of four buildings in Harlem, for minimum target population. example, said that renovations were, in general, t

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE twenty -five percent less expensive than new con- different times. By carving out a small space for a struction. school in a larger building. it may be possible to As for time, neither extensive site testing nor, combine general economies in construction with in many cases, an Environmental Impact State- the educational advantages of a small school. From ment or other reviews are required for renovation the urban planner's perspective, a combined projects. Although the SCA is exempt from city school and community facility could well serve as environmental reviews f.or its first five years, the the "engine" for the revitalization of the commu- need for schools will outlive this exemption, md nity. Obviously the agency or agencies responsible we are seeking lasting ways to telescope pre-con- for the non-school functions should bear a pro- struction time, portionate part of construction costs.

Sayings through ,l lore Imaginative Saz,ings through Integration with Organization of School Space Other Developments A general rule of thumb attributes one-third of a Unless a district has currently underutilized school's construct'on cost to building an audi- schools, new housing brings a need for new school torium, gymnasium, and cafeteria. But some seats. But in most cases, neither the planning nor spaces can be used efficiently for different pur- building of schools is synchronized with housing poses at different times; instead of a dedicated construction in N e w York City. Integrating auditorium, a small school could have several schools with housing, commercial or public space adjacent classrooms with flexible partitions that offers large potential savings. Construction costs could be used as a gathering space when the need are reduced, because many costs in both capital arose. Similar exchanges may be available for labs, outlays and time are one-time charges, for exam- vocational training areas, and other specialized ple. site selection and acquisition, surveying, pro- facilities. History and common sense have often fessional services, and EIS and ULURP review: demonstrated the satisfactory use of a building's more savings are possible if the same contractors roof for gym space or of an adjacent park for a can be used. playground. Synchronization of new school construction Renovation without "brie I.', and mortar" is with housing development eliminates the need for another possibility to widen the array of options. costly expedient:: such as busing students to other PEA has been involved since 1988 in advocating districts, leasing space, or building annexes. (Even and evaluating "house plans" to establish acade- these expedients are preferable to the stopgap mea- mies or subdivisions within existing schools. Such sures which now occur all too frequently. such as a plan could involve segmenting hallways and classes Id in a gymnasium, or reading groups in classroom wings with physical or simply symbolic a hallway for "overflow" students.) partitions. Speetlic Opportunities for Sayings in Savings through Multiple t'se Private Development In a neighborhood where social services are Innovation is the key to hnking school construc- needed, multi-use occupancy incorporating a tion to private development. 11h:ends es can he small'school offers both economic and functional negotiated case by case, ranging from tax breaks advantages. From the economic perspective, and zoning modifications to sale of air rights. In evening, weekend, and summer use increases the addition, the existence of a new school ill itself return on a costly public investment. Of special makes housing more And provides sta- value are dual-use spaces that can serve different bility to ilr sot rounding neighborhood. functions simultaneously or (more commonly) at

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE Smaller schools provide a better education. For schools with public and private development all too long, that central ,goal has taken second place involve multiple agencies in collaboration. But to what were considered "practical- considerations such reconfigurations or collaborations, positively of economies of scale. But if those economies are pursued, oNr new possibilities for savings, more themselves questionable; if there are countervail- productive and effective use of each agency's ing economies available in smaller schools of inno- efforts, and schools that are capable of serving our vative design; and if, as we know to our cost, there children better. is no greater -practical" loss than a school system that does not achieve its educational goals; then CONCLUSION parents. communities, and their representatives What private-school parents intuitively sought for should demand that smaller schools be given a their children has emerged through research as a chance to prove themselves. priority for the public sector: rill children need Recent research clearly demonstrates that in small schools that enable them to he known and urban settings, and especially in disadvantaged cared for, and that resonate to their families needs school districts, limiting the size of schools is the and experiences. Inner-city children need these first step in improving public education. \X-'e be- supports especially if they are to live up to their lieve that this research is too crucial to ignore, and promise and society's expectations. that the educational costs of the large - school status New Schools for New York sparked strong, quo are too great. Ways must be explored to build immediate, and intuitive responses from its partic- small schools while employing all the tools avail- ipating designers and architects that the Public able to keep costs down. Education Association found stimulating, hearten- This can best be accomplished by beginning ing, and movinga validation both of the ideas with community input on the needs of the neigh- behind the studs' and of the premise that small borhood and translating those needs into the schools can inspire achievement. spaces and places required to meet them in a small school, tailoring the core design to complement or Jeanne Silver rankl is executive director take advantage of', rather than duplicate, the ufthe Public Education Association neighborhoods existing amenities. The economies of scale that have dominated the Board of Education's thinking and, in turn, that of the School Construction Authority thus far. have not proven in practice: at the very least. the Board of Educal In should scope, design, and estimate smaller schools .is fully as they have evaluated larger designs. Smaller schools would expand the range of potential sites, making selection easier and acquisition less costly. The flexible strategy we advocate will require improved collaboration within and among city agencies. Adopting an open-minded approach to site selection or a commitment to the redesign of existing facilities takes an internai reconfiguration of established bureaucratic processes; renovation of abandoned or underutilized buildings, the creation of multi-use facilities, and integration of

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE NOTES

1 G.A. I less, Jr. and I. Corsino. Chicago Panel on I esti,: E. Robertson. Partner. Leslie E. Robertson Public School Polic. and Finance. "Examiling the Effects Associates, New York City; John Sussek III, chief executive of Intra-District Variation on School Size and Resources," officer, Boro Lumber Co.. New York: Norbert Turkel. March I')80. AIA. partner. Turkel Collaborative. New York City; Lance 2 -Charting Reform: Ihe Teachers' Turn.- October West, director. Charles 11. Greenthal Commercial

1991. a surrey sponsored by -File Consortium on Chicago Contractors, New York City: Lillian. Zalta. director, New School Research. York University Midtown Center. PEA gratefully 3 -New York Ascendant: The Report of the acknowledges the assistance of these and other individuals Commission on the Year 2000.- Ness York, 198-. and organizations who provided information that aided in 4 Per the New York City Board of Education's the research for "Small Schools and Savings." Department of School Facilities. 11 The same may he said in regard to operational -An Imperiled Generation Saving Urban costs. Using research gathered by eleven separate research Schools.- a report by the Carnegie Foundation for the groups over a two-decade period. Susan Heinbuch Advancement of Teaching, New York. 1988. demonstrates in PEA's forthcoming -Small Schools and t, Deborah NIcier, .Ve York Newsday. editorial. (.)perating Costs" (funded he the Exxon Education 8 September 198i. Foundation, 1992 PEA) that, under a traditional school lames S. Coleman ct al., "Youth Transition to organr/at1011, the cost curve for operation associated with Adulthood," The Report of the Panel on Youth or the size is Li-shaped and that as schools get larger. per unit President: Science Advisory Committee. 19-4 costs increase. i.e., there is a minimum point (actually Very 8I aurie Edelstein, "Urban Community low) up to which schools enjoy economy of scale in Development: The Bronx." prepared for Yale lass School. operation. but beyond that point schools experience 1091: 1092 publication by PEA pending. available in the diseconomies, or penalties of scale. Heinbuch's illustrative PEA library. table and chart show that penalties of scale are found at -Small Schools and Savings.- funded by Exxon sizes greater than 600 students lor an elementary school, or Education Foundation. was researched by 1)iane Dolinsky 10eater than 1400-1600 students in a high school: she also under the direction of Jeanne Frankl; edited by Monte cites a nationwide study of -30 public high schools that Davis and Alice Smith Duncan, tc) 1992 PI:A. found increased per capita operational costs % hen student 10 Sources of uncredited supporting and dissenting populations exceed the 500. to.999 range. opinion include: Jay Ames, New York City Board of Education. Div ision of School Facilities: Krystal Brellochs. director. School I Iealth Programs. New York City Department of I icalth: Henr Brooks. president. Adrian I I. Muller and Sons Real Estate Appraisers. New York City: Henry CitlOrd, general contractor. New Yolk City: Bernard I laher. partner. I lardesty and I !allover

Ingineering, Ness York City; Bob Kahn. senior director l'or project management, New York City School Construction Authority: Steven Nlanne. program operations officer, Ness York C lity Itansit Authority; Joseph Neuman. chair. The Ness York Building (:ongress. New York City; Beserly Roth. directot. Unvironmental Bevies Program. and I inda \Volli. Vacant ( 'luster Program. Ness York Cur I)cpartmcnt of I lousing Pieseivation and I )es elopmt nt:

NEW SCHOOLS FOR NEW YORK ADVOCACY AND ARCHITECTURE THE NEW SCHOOLS FOR NEW YORK DESIGN STUDY THE NEW SCHOOLS FOR NEW YORK DESIGN STUDY Rowlie Genepm

lalf a century ago the architectural critic Talbot the particular needs of mall schools. Inters iews Fiamlin stated a simple and important truth about and meetings were also held in neighborhoods school design: -If education is founded on the around the city to elicit from school board mem- development of the individual, the size of classes bers, administrators, teachers, and others ideas and the size of buildings should be small enough about what kinds of schools they want and What to allow the individual to count.' The New their neighborhoods need. Schools for New York design study was org,anized Based or. this information, the Ness Schools to give architects and designers a chance to chal- committees chose six sites in four boroughs for the lenge the widely held belief that small schools are design study. Each site presented a different archi- necessarily and prohibitively more expensive to tectural and educational problem, ranging from build than large schools by showing ways in which renovation of an abandoned I906 school as an small schools ,W/del be built in the contemporary alternative high school and community center to city. Participants were asked to explore ways of the creation of a new kindergarten through twelfth creating school space not often considered in the grade school in a ravaged area of the South Bronx. normal course of school building, to investigate 'Hie committees drafted programs for the six sites, the possibilities of a strategy of creative "urban incorporating ideas gleaned from the rounds of opportunism- that would take advantage of the community meetings, and, in September i989, existing fabric of the city and of various types of issued an open call to architects and designers to public and private development already underway participate in the project. That fall, more meetings in many neighborhoods. The specific approaches were held in each of the six neighborhoods with considered included the use of very small sites. school board members, princIpals, teachers, par- renovation, subdivision of larger buildings, con- ents. day-care prosiders, planners, and politicians. nection to commercial development. and combi- At this stage the goal of the meetings was to nation w ith other publit.. facilities. The design acquaint the participating architects directly with study was driven by the idea that, with the imagi- the communities for which they would be design- nation and will to do so, a svav or mans ways ing and to allow them to hear for lile111SCIVeti what could be found to make small schools feasible. people Wantofthe schools in which they work or Work on the New Schools project began dur- to which they send their children. ing the spring and slimmer of 1989. Committees The extended round of consultations also of architects and educators worked with served to explain to educators and parents the Architectural League and Public Education range of choices inherent in the programming and Association staff and board members to research design processes. Asking those who will use a and formulate the architectural programs that school what they \v, is sometimes avoided by would guide the participating architects. Alex school administrators. who fear that the only Cohen, protect coordinator for New Schools for result will be an unrealistic wish list, necessarily New York. reviewed demographic projections and leading to disappointment. l.lcarhv, however, peo- the Board of Education's construction plans to ple who use schools will only be able to make wise identify ,t variety of neighborhoods that need choices about school design if they have thought sc hook. The committees met with principals about what they .111(1if they have been Deborah Nleier and Cesar Pres idi and superinten- informed fully about the limitations that govern dent . \rgie Johnson to develop an overall sense of the school-building process. One important out- bossSl hold space t:011idbe better designed tc- nicet come of New Schools for New York was the

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY awareness it raised among educators, parents, and community members, by helping them understand how many decisions and how many possible alternatk es are involved in any school design. Architectural proposals fOr the six sites were exhibited in early I'))° at the Urban Center, the home of the Architectural League. While the designs were on view, a jun of architects aod educators convened to evaluate the projects and identify those that wholly or in specific features successfully dealt with the programs and offered useful ideas (116s.t \ND 21. The jurors were architect flew\ Cobb of Pei Cobb l.reed and Partners: Anna I lopkins, director of the Grand Street Settlement and the Grand Academy; Amy Linden, chief executive for school facilities of the New etc.. Larne, Amy Linden University; and the Pratt ork City Board of F.chteation; Deborah \Icier, Irri) and Debora!, Meier Institute School of Archi- t, rvin principal of the Central Park List schools: archi- teCtUrC in Brooklyn. Prbjects tect Susana Torre Susana Torre .anti\ssoc iates; for the individual sites were also presented in and engineer I eslie Robertson of Leslie I.. smaller exhibitions in V'ashington Heights, Robertson and Associate`, The exhibition subse- Sunset Park, and I larlem. and evening sessions quently Ira% eled to the International Design were held so that those who had earlier con Center in Long Islandits, Queens; the Bronx tributed their ideas could react to what the archi- Borough Hall: Teachers College, Columbia tects had produced. These diverse opportunities for talk- ing about the projects again served both the participating architects and the educators and parents with an interest in the designs.hey provided community residents a chance to respond to specific design ideas, allowed the architect-participants to get reactions to their work, md helped create the body of information through which the league and PF.A have further evaluated the concepts the project was designed to test and ., examine. This last purpose was enriched by all earlier parts oldie pro- jectmd itis precisely the point of the process that I lout- Cobb has cogently called -architecture as investigation.-

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY DESIGNS FOR SCHOOLS MORRISANIA: THE IMAGE OF A SCHOOL The conversations of the New Schools organizing \Vila( should a school look like? This is an issue committee with teachers, principals, parents, fOr any school, of course, but it becomes particu- administrators, and students produced a great deal larly important for a small school. Should the of information on luny people want M-11001', to school building emphasize the public nature and flint-lion and to feel. They want schools that are civic importance of the institution within, or bright, spacious, and secure, that offer views to the should it reflect its intimate scale and orientation Outside world, that provide rooms of a variety of to a particular small community of individuals? sizes so that small groups or the entire school can Should it be open, symbolically and practically, to meet together. Teachers and administrators the surrounding neighborhood, or should it desired some flexibility (for occasional team teach- emphasise its role as refuge and enclave? As ing, for example), but they reject "open class- Deborah Nleier asked during the jury s evaluation rooms.- They want rooms or spaces where teach- of projects, should architects design for an ideal ers can meet and talk, make phone calls when situation in which all area residents are welcome at necessary, counsel a student or meet with a parent, the school (and it assumes its rightful role as cen- store teaching materials, personal belongings, and ter of the community), or should they design for lunches, and generally have a home base that is the reality of needing to closely monitor all access continuous and secure. Students need places to to the school in order to keep ou, possibly danger- meet casually, talk, read, or think. Nlost fervently ous intruders? requested was enough warm, welcoming, safe The projects for the Morrisania site in the space for everyone. Itis worth serious attention Bronx offered the most dramatic range of from architects that the qualities people desired approaches to these questions, perhaps because the demand not specialized schoo/ design expertise so architectural program for Nlorrisania was the most much as skillful and thoughtful disposition of the complex of all the New Schools prescriptions. factors that govern the design of any--- '0, ".--4: DION.t.,.... PARK A.,,T..;; tivr,... ,,x.. .).,, building: light, space, building orienta- q ,-- .14-. ', '4. 4: 4 ' N...... i : : 0 tion and views, and the texture and -..A... C '''` 1 i i ,.1 2" 4-,.,ft . ,. ii'',.. at .t color of materials. ..K, V ..,- '-',. :4- Ir4t1 1 4'. .7- Y I The following discussion focuses on III . . i I . 4, '4 ... . .,.. ) ',..!II", .. at: i ....r4I ,,.'Q...., l".., `e.. e).. a specific design challenge or group of I .,;" 4, i.) .. 4(.:::.i4.,, he related issues central to each site. The ,,,,,,, ".1; 7+,fi,.:-'1'"-- i.,

1 t ....*4,11.-, ,4,... . I . .' : - - , -, 7; ...1 projects that the jury considered to be ).;.... .-., '''''' '.... `- ;.T /1 :1::. I j .. ..:. i., / k " the best solutions for each site are .ina- .. ''... ..: :,`,.., ..3..', : ,.''''.... c IV 4., . I ;414-Wiri.44; t lyzed. along with a selection of other r JCS . r rt:NSON t...... 47, (:,,1:--.' proposals that demonstrate different , y, 7(' approaches or serve to illustrate a partic- '

ular issue of significance to the program 4 Twit ` "1 tIOC4",,,7 and site under discussion. Falb section ' ' ilt 4 ,4 IC'. concludes with observations on the + ' strengths and weaknesses of (he designs and what they suggest about how the programs could be strengthened.

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY 7

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Architects were asked to design a kindergarten FR,. .tMorriquisa Park, several blocks to through twelfth grade school, which was divided north on Clinion Anemic fOlvad the north, the City of jellenon Phle into elementary, middle, and high school compo- New York is renovating nents. They were designing for a neighborhood several hundred apartments for homeless fatnilies. that lost a large proportion of its population in the A block and a halt to the south of the New 1 T'Os and early 1980s and that still has many SchOols site is a small but still functioning com- abandoned buildings. On the edge of Crotona mercial hub with a New York Public Library branch, and immediately to the west of the site is a senior citizens residence (rics.3,4). Architects working on the Morrisania site took one of two broad approaches to the relationship of the school to the street and the community. One strategy was to treat the facades of the school as walls, emphatically separating the public world of the street from the inner precinct of the school. The project by Michael Dodson and col- leagues evokes the image of a walled medieval town accessible only through controlled gates at mo entrances (FR:. s). The exterior Facades have relatively few openings: most of the natural light comes through the much more open facade on the interior courtyard. The more animated forms by

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY building through the wall, and that would restrict to some degree what could be seen from the street at any given Moment, but the intention is clearly .C!'t't `t.t...t tr t to make the school symbolically transparent to its G a ruu-vaauv.orrf; o si4o ae 0'0Oa a.640 as '9 es as neighborhood. :6 a C: Q.a a6 a a adBALLUjj.L The project lw Strickland Carson Associates with August C. Schaefer sits somewhere between these poles. The architects established a small campus by repaving Clinton Street between the two sections of the site (H,(,, 9).2 They designed separate buildings for the elementary school and the middle/high school. with a paved outdoor area in between that serves as a pedestrian connection from Clinton Street to Franklin Street and as a gathering place for students during breaks. Unlike

Intergroup + (FR:. , . those projects in which the entrances to the school are organized b:MT.on and are strictly limited and controlled, this project on a very similar(In,'" Ihh"`"' depends on the school asserting control over the site plan, with access controlled through gate- entire campus through intensity of Use and sur- houses at the northern and western edges of the veillance. site. Similarly. although its image is of an enclosed Perhaps not surprisingly, because of the size mall rather than a fortification. Basil Carter's proof the OVerall program, most of the Nlorrisania ject (page 61) focuses all activity on an interior proposals do not communicate that the institu- courtyard around which the building Corms a wall. tions they house are small schools. The projects by Using a different approach. to accomplish the same Intergroup + and Strickland/Carson/Schaefer end or separation. 1

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NEW SCHOOLS FOE NEW YORK DESIGN STUDY MIS 1)21,1; 1 Nit ) -'111(1t1L,

the program into less Hc. 8 Cdmeron Mc Nail with professionalism of teachers, and the creation of a intimidatingparts. 11"1 H Arehilre". Prq1"11;"- non-institutional environment. The central idea of hl. MOdel The .scheme by Inter- 11,rri.%ti the scheme is a classroom suite, which includes group + places the elementary, middle, and high two classrooms, two teacher's offices, and a small schools in separate buildings, the elementary school short and squat, the high school taller and less bulky, the middle school in between. The Strickland/Carson/Schaefer project's pitched roofsa form often associated with residential architecturehelp this group of buildings convey a sense of being somewhere between "house- and -institution,- which makes the complex seem more welcoming than a number of the other proposals. Even more important than the exterior appearance of a school is its internal organization and as Susana Torre suggested, the model of society and the world that the !school's plan and environment suggest to a child. Of all the projects designed for New Schools f- New York, the jury most admired the design by Strickland/Carson/ Schaefer for the nature of the spaces proposed and the attitudes about teachers and children that the spaces communicate. Overall, the Strickland/ Carson/Schaefer project is developed around themes of comfort, welcome. the collegiality and

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY

BEST COPY AVAII.ABLE To reinforce the idea of the suite, the entrance to the classrooms is organized so that each two classrooms open oft their STAMIIISOI HALL own short side street, complete with display cases, oft the main corridor. The small group study or discussion 700Min the Strickland/Carson/Schaefer scheme is equipped with a sink and could have a small refrigerator and cooktop. The particular configuration and outfitting of this space were designed in response to suggestions made by Mark Weiss, principal of Bronx Regional High School in the South Bionx at the time. Mr. Weiss met with architects interested in working on the Bronx site and explained sonic of the organizational features of his school that would profit from spaces designed with their function in mind. At Bronx Regional, all students, teachers, and administrators meet twice a week in -family groups' of a dozen or so people to talk about school issues and whatever is going on in the out- group study or meeting 6. 1 G .10 .Ctriekidnd/Cdr,OH/Sehdefir, pri/Jeet of-school lives of the students. The group room (ric. to). This fin ,1/007,/wd. phi?, ofchiSSY00/1/ Mite' is a constant of a student's four years in suite is repeatedflipped or modified as neees- school. and the activities of the groups and the saryto form the core of the elementary, middle places in which they meet can take on a home-like and high schools around which other spaces are character. Group meetings often include cooking a organized (HG. it). Each classroom has its own meal together. bathroom--located so that it does not open Other features of the Strickland/Carson/ directly into the main space of the classroom Schaefer plan reinforce the virtually residential and generous storage and display space. The teachers' offices, which arc placed side by side. between the classrooms, arc accessible from the hallway or from the adjoining classroom. The offices could be joined and shared if desired. Many of the classroom Skill es open to a terrace, which could projects SIKOND LEVEL RAN he used for class CUMIONSIMIPAI r COMMON WO 021114MINIMY 10100t NO MOM SCHOOL E:341011110400L !MK! MI LOWY Ora breath of fresh air.

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY turn out to he a relative bargain in the long run. At the instigation of Amy Linden, chief executive for school facilities of the New York Cit Board of Education and a member of the New Schools jury, the Strickland/Carson/Schaefer team was hired to participate in the programming phase of the design of the new West Side High School in 51111111 Manhattan, so that the -classroom suite- concept they developed for their Morrisania project could he explored as a part of the new school.

FLUSHING: SPEED AND PRESENCE

Ito. I Z5/r/e41,flitt(.e/r.on/Scha fir. project Jiff Alarrbanhi. The community of Flushing. in northern Queens, ten of hbra9 has become the commercial center of the new Asian immigration to New York. Korean and quality of the school. The library is a large, com- Chinese banks, stores, and service businesses fortable room with a fireplace and lots of uphol- increasingly dominate the downtown streetscape stered chairs (FIG. la). Circulation spaces are (FIG. 13). Until the recent downturn in the designed for casual encounter and include display national and New York economies, several major areas and places to sit and talk. The dining room new mixed-use and office developments were is designed as precisely that, rather than as a more planned to capitalize on the intense commercial Hpersonal cafeteria with long institutional tables. vitality of downtown Flushing. Although itis not developed to the level of actual Although schools in the community are design, the Strickland/Carson/Schaefer scheme already large and overcrowded, Flushing is sched- proposes that a large existing building near the site uled to receive school additions rather than new he converted into a dormitory for students. A vari- facilities. Part of the reason the Board of ety of social service offices, workshops, and perfOr- Education has chosen to add on is the lack of mance facilities for the community are also proposed for the first floor of the school. Is the Strickland/Carson/Schaefer project much more elaborate and com- fortable than most new public schools built in the United States? Yes, obviously. Is it excessively generous or luxu- rious? Not necessarily. If schools were evaluated, as they properly should be, in terms of long-term operating and GOLF maintenance costs as well as initial costs, and in terms of the economic and social ramifications of the success 11 , rp. with which they educate their students and integrate them into the larger society, a school building that helps foster

a realsense of connection and identification among students might

i; Powwow,: Flushing

NEW SCHOOLS FOR NEW YORK DESIGN STUDY developable vacant sites for new schools. The New Schools project -;-;* sought to investigate an alternative that could have wide applicability -4 .....:.. ,.i. in downtown districts, as well as in A2'lr; the suburban office parks that are an increasingly common feature of ;i .1. ...,-...... i ,.- 1:1:1;. ,;tiki.,- . e z . 2 . , '.'.. the American landscape. Architects 4973 were asked to insert a small middle rt.,,;.1..2____,..,..-;#1. ._,17,-::,2----1:., 111:;:.:..9_7.7 :7.... ,....,..-4 -,.....,- p . . school for 200 sixth, seventh, and 1 . . .

315TH ST eighth graders into one or more ...... floors of an office building planned for development on Northern :Tr"r; e8 Boulevard, a major commercial and institutional artery on the north e_ _ F, .4975 . - edge of Flushing's downtown (FIG. C 14). The goal was to test whether 4,4.stf- 71-r -1711 effective, appealing school space _ 17"1 could be created quickly and economically in an office building. Schematic design of the proposed office building in Flushing had been done by architects Brennan Beer Fhohing the plan Only three teams of designers took on this Gorman for Dominick Ciampa. the .ourte.9 Sauborn Mar l'o.1 untraditional architectural problem, but developer, and both he and project architect their projects demonstrate radically different ways Mario LaGuardia assisted the New Schools project to approach it. The group of Gans, McGrath, Is providing drawings and information on the Robbins, Mosseri, taking the view that the school buildings form, structural system, and proposed would be a permanent part of the new building, uses (FU:. 15). proposed to change the facade of the building to signal its presence. While they respected the structural system and dimensional module that had been designed for the office building, they carved away the facade on the Northern Boulevard side and made it project on the side perpendicular to Northern Boulevard, showing precisely what space the school occupies (FIG.161. The facility will be entered either via a small elevator designed solely for school use (to be located in a shaft to be built outside the building). or up a ramp that zigzags up to the second floor school entrance and lobby. The courtyard on this level forms the heart of the school. Open above for three levels,itis surrounded on each level by corridors providing access to the class-

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY rooms (Fic. 1-1. Student lockers jut into the itc;. McGrath. the first school level, atrium at each level. reinforcing the role of the Robbins. .110,,fri. propel fir easily accessiblefor /Indullx. courtyard/atrium as gathering place. Outdoor play nighttime use and space, accessible front the second level of the capable of being opened while the rest of the school, is located on top of the parking garage school is closed. Also on the first level. and the one which would be developed behind the office abovetre language labs, prominently placed at building. A large cafeteria, which could also be the northeast corner of the building and easily vis- used as a community meeting room, is located on ible from the street. These labs horn( the real and

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY symbolic face of the school to the community, in which the demand for English-as-a-Second- .anguage classes is great. In comparison to the Gans, McGrath, Robbins, Mosseri scheme, Annamarie McKinney proposes a much more modest allotment of space (FIG. is). Focusing On the need for speed and flexibility, her method of dividing the area resembles the way in which a standard office building might be outfitted for any tenant. The exterior envelope of the building is not changed in any way. While the entrance to the school is nonde- script and anonymous (FIG. 19). McKinney's sim- Ill:. 19mekning, prrjeet for work environment at the ple division of the floor space would make it possi- bitbbing. entrance to whool age when they are or ble for a school to be created quickly out of leased should be beginning to think about careers. The space, which could he converted back to office or Gans McGrath project provides a carefully other use just as quickly. designed facility suitable to the permanency of lw addition of .t school to the mix of uses in such strategies. The McKinney approachthe a larger building offers the significant advantage adaptation of leased space in existing office build- that the building operation could be streamlined, ings--stresses the advantage of flexibility: Space and the time pressure that any developer brings to can be created fairly quickly to meet unanticipated hear on the contractor for his project would also enrollment changes, but it also could he changed apply to construction of the school. The back to office or into other use quickly. school/office building combination may offer edu- Discussion of these projects by the jury cational opportunities as well. For example, New unearthed an interesting dichotomy in the reac- York City Chancellor tions of architect Henry Cobb and principal Joseph Fernandez and Deborah Meier. Cobb found the Gans, McGrath, *13, 3 others have advocated Robbins, Mosseri scheme far more compelling xt..0 the inclusion in the than others for the site, not only for the inventive- workplace of facilities ness and intelligence of its architectural strategy 1i13 1 for the care of employ- but also because he felt that even schools in office PAPip..1 ees' children. Our intent buildings should have sonic visible presence from tt in siting a middle school the street. The city should not be given over in an office building was entirely to commercial structures. Meier, on the to expose students to a other hand, felt drawn to the McKinney scheme by its very simplicity and the speed with which it could produce school space. She reminded the other jurors that "any building can be a school.- That is, a school. which is made up of the relationships between teachers and students and students and peers, should not be confused with a

.._]IL.1 _I i school building. She believed that a good school --, 1 r-- il could easily he established in the spaces proposed by the McKinney design and the advantages of ....r.',r,1 simple and speedy construction were too _ ---- significant to be dismissed.

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY e 4 , HARLEM: SHARED FACILITIES 7' 7:-.ft.'"--1 AND MULTIPLE USE 7. t N . ' 1 he Bradhurst area of Harlem, bounded by Adam ! ! .!

Clayton Powell Jr. Boulevard on the cast, . W. 148 5 T Edgccombe and Bradhurst Avenues on the west, . . West 1iith Street on the north and West 139th Street on the south, is the subject of a major neighborhood revitalization plan developed by the q , , . 1 -e Harlem Urban Development Corporation. The $ `f :.1

H UDC's plan addresses housing construction, W. 147 T_" economic development, social service provision, - ^ I 1_5 "1 ,,, . and urban design, and has as an important focal

"2: point the recommendation that Public School 90 ".1 fft'T (vacated by the Board of Education in the 1970s and now derelict) be renovated as a community :" .S. "' center. The center would include day-care facili- W. I4oT ties, social services offices. an adult education facil- .4.91 7t, S6%1! !" Is! ity, a health clinic, and a branch library, as well as an alternative high school for 250 students.; York City schools(FIGS. 2.0, 21), HC. 21 Haden/ .at (Courtes) P.S. 90, despite its neglect still a handsome is situated on a through-block Sanborn .11,f/' C"-) building of brick and limestone, built in the famil- site between 147th and 148th streets, midway iar H shape that C.B.J. Snyder originated fbr New between Adam Clayton Powell Boulevard and St. Nicholas Avenue. Slightly off the main axis of the school across 148th Street is a large vacant lot; to the east of the school the City of New York is renovating a number of abandoned tenements as low- income housing. To the north are the landmark Paul Lawrence Dunbar Houses and the Harlem River Houses. Two blocks to the west is the Jackie Robinson Recreation Center, built during the i 930s and the site of one New York's enormous -regional- swimming pools. Across Adam Clayton Powell Jr. Boulevard is the superblock site of the middle-income Esplanade Gardens residential complex (HG. The New Schools ibr New York program for this site asked architects to design for all the functions contemplated fOr the community center. The architects laced two main challenges: first, how to deal with the existing structure, and second, how to organize the various function. within the building. The complex program of the community center, the expectation that individuals of many different ages would use the building, and the combination of facilities that need to he totally open u) the public, such as the library, with actiyi-

III.. 20 P.S. 7111, 1.1811,

NEW SCHOOLS FO^. NEW YORK DESIGN STUDY library, would be located on the first and second floors of the south wing of the west building, and the senioriti/ens center located on the same Floors in tIle north wing. The day-care center would occupy the fourth floor, with play space for the children in a rooftop playground created out of the fifth floor. The introduction of the open space of the plaza into this densely built-up neighborhood is both a strong appeal of this scheme and its greatest vulnerability, since the center would need to develop a strong sense of ownership and control over the plaza to keep it safe and wel- ties that serve a definedtic.22Looking east on I -,8t/' coming. group. such as the day- cfreel toward brianade Gardens Two other teams used the entire existing vol- care center, meant that architects had to pay par- ume of the school and added to it. The group ticular attention to issues of access, security, and from the City College Architectural Center circulation. Through their designs. the architects (CCAO strongly emphasized the community cen- could determine m a large extent the ease or ter nature of the project and designed one large difficulty with which various groups using the ground floor lobby, which serves all the different building would interact. uses in the building (tuts. 24, as). The role of the Weiss Manfredi Architects chose to delineate lobby as community forum would be further very clearly the various uses within the center and developed by vending cartsfor newspapers, to establish an ordered progression from most public to most private. They propose to denu)lish the connecting bar of the H of the existing .01; structure, creating two buildings r -!MIA that face each other across a new T1,1, is mid-block plaza. The buildings are 11;61 connected unds.rgtound by a base- Ilk ment-level auditorium and sports facilities (N(.. at). The new entrances would be located in the middle of the new facades. which would be opened up with full- height glass walls. Existing staircases are used, and elevators are located in shafts added w the plaza facades of the buildings. The east building becomes the school by day, and the adult education center in the evening. All other functions of the community senter are located in the west building. lhe space that would be most Ire- .rientlY used he the public, the

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38 NEW SCHOOLS FOR NEW YORK DESIGN STUDY crafts, stationeryind other goodsthat INIng the (VAC proposes should he a perma- Irfai.1:741M111 No _ nent feature. The centerpiece of the design, the branch library, would he directly adjacent to the lobby, while functions such as the day-care center, senior center, and the high school itself, each of which serves a specific clientele, would he located each in its own wing on upper floors of the building. The auditorium and sports facilities would remain in the basement level. Francis Turner Architects also made the library a prominent kature of their design, but placed it in newly constructed space on the top floor. By mixing the var- 14 Cio College Architectural Center, the second floor ious uses in the building, the Turner plan achieves projecrfirr Harlem. 148th Street eleoation overlooking the some promising juxtapositions that could rein- courtyard, would make it possible for the senior force and enrich each other, but the plan also citizens to watch the children at play, a very desir- forces questions about security and how easily dif- able match. But the circulation patterns in the ferent parts of the building could he closed off building do not consistently achieve this kind of when not in use (FIG. 26). The location of the day- positive result. The ground floor has three care center on the ground floor and the day-care entrances: one on 147th Street for the day-care play area in the 147th Street courtyard, combined center, and two on 148th Street, one of which with the location of the senior citizens center on serves the high school, and the other, the community center. Although this keeps the various users of the building separated at ground level, the plans of the upper floors appear to make it difficult to control access to the various levels of the high school from the elevator hank. The location of the library on the sixth floor is appealing both for exposure to light and symbolic importance, but it means that anybody who goes to the library will have to take the elevator. Overall, the building confuses rather than separates the public, semi-

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BEST COPY AVAILABLE Making such a building work is no small organizational task: each agency, non-profit group, and other service provider involved will have its own regulations and budgets to meet, its own entrenched ways of working. Fairly apportioning costs. administering schedules, md maintaining security in such a situation are all major challenges. Careful planning and intelligent, informed des'gn of the setting is by no means sufficient to make the building work for all its tenants, but its absence could make a challenging task impossible. The public, and private (in this case mean- FIG. 2T Sli/tiet Park brand'. Brooklyn projects or the Harlem site pro- ing very use-specific) zones required Pub'''. Librar.. loin buddiug ii, (own vi,ie an indication of the many wish rarehome to rigkr by the building's many functions. considerations that come into During the jury session. Anna Hopkins com- play in designing for multiple use; just as impor- mented that projects for all the sites lacked imagi- tant. they vividly demonstrate that in architecture. nation in the design of social service spaces and there can be radically different and still valid solu- that all scented to be designed for one -modality": tions to the same problem. a service provider behind a desk and a client in front of it. Hcr observation, which has particular relevance to the projects for I larlem, underlined the need for all the prospective organizational tenants in a complex facility to participate in defining how the building should work ai-d how specific spaces could best be designed to support their particular (.;athering a variety of educational. social, and cultural actiities and services under one roof" should ..iSe money lor the participating agencies and organizations. both in capital expenditures and operai:ng costs. lhe most compelling reason. however, for the creation of a facility such as is proposed for P.S. 90 is not the potential money to be sa% ed. but the vision it embodies of serving, many of the needs of children and funilies ill one plate. P.S. 90 could become the bricks-and-mortar imarnation of the understanding that many students and their families ha% e other needs tli.it must be acknowledged and met if they are to succeed in school. \tP:(/ r/.4 f, i .S.,' / ,,4 11,1p (

NEW SCHOOLS FOR NEW YORK DESIGN STUDY buildings On this site. By planning for both institutions to share such facilities as meeting rooms in auditorium, and an,dio- visual room. the most could be made of the city's limited resources, and the school-library complex could become a real community magnet. Parents, teachers, and residents of V the area agreed that a new school-library would be heavily used by the community and should be designed to make such use as easy as possible. Ho - ever, many parents and SUNSET PARK: THE SCHOOL, THE STREET, tie,. 29Bui/dings on Fourth teachers strongly urged AND THE OUTDOORS Items al C2nel .rt reel that the school library not The Sunset Park program in Brooklyn also asked be considered totally replaced by the public architects to combine more than one facility on a library., they asked that a separate area, even if it site. but the problem was more straig,htfOrward were located within the larger library, be set aside than at P.S. 90. The task was to design a new ele- for the school's use. mentary school and new branch of the public With the task0accommodating: f and repre- library. In mid -1`)8) the local community school senting two important public institutions, and the board had recommended to the Board of community's strong desire to be able to use the Education that its first choice or site for the sec- ficility for many sorts of activities, the Sunset Park ond of two new elementary schools which are to architects had to focus particularly on the site plan be built in the district was the block front on as well as the relationship of building and Open Fourth Avenue, major commercial thoroughfare, space on the site. As 111 most urban communities. between ilst and 52nd Streets (NGs. 2-, 28). On security is a major issue in Sunset Park. How to one end of the site stands the one-story Sunset keep out troublemakers, while also welcoming Park branch of the Brooklyn Public Library. The those who must and Want to use the school and Sunset Park library is heavily used by the commu- library, is a difficult design problem that had to be nity and particularly by schoolchildren from the addressed. area. The remainder of the site is built tip with Two interesting schemes. by Adam Gaon and low-rise structures and ground level commercial Nick lsaak and Caliandro Associates. wrap the spaces ft o;. 29). New Schools architects could also school building around a playground on Fourth choose to include the site.'and structure if they ,\venue. Both projects separate the playground wished. of a nineteenth - century industrial build- from the sidewalk and street with a fence, which ing across 5Ist c,treet as part (tithe complex. nonetheless allows activity in the raid to he seen .1 he premise Of the Sunset Park program was from the street. In the Gaon and Isaak protect, that both the school and the library could gain -front stoops- project into the playground, echo- through joint construction of a new building or ing the stoops of row houses on die side streets

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around the site and providing perches from which ms. 30 Adam Gaon and Nick lsaak, terrace that couL! to watch children at play 30). The U-shaped pro /ret for Sunset Park, per,/' tine 1110' also he used for play of whoa! (left t) and library. lied and building complex would create a strong sense of space. The architects .econd,qhird floor plam. and Well011., enclosure for the courtyard/playground, which is propose a green- situated in an ideal location for community events house-like "nature ,:enter adjacent to this kinder- onside of school hours. The site plan is organized garten structure, which presumably could be used around a strong axis parallel to Fourth Avenue, on by all children in the school. which sit both the library and the gymnasium The single large building stretching from 51st wing of the school. This proposal unities the com- to 52nd Street would contain the main part of the plex through a consistent architectural vocabulary, elementary school and the library (FIG. ti). While but the plan makes the library a separate entity. the facade of the building, seems a bit pedestrian connected by a bridge to the school. and lacks animation, the building is extremely well The Caliandro project divides the uses on the designed for community use. The library, located site differently, locating the kindergarten and pre- in the south end of the building, can be entered kindergarten classrooms in a building across 51st directly from the courtyard or from the spacious Street from the rest of the school with a plavyard lobby situated in the middle of the building to tot these children adjacent to their classrooms serve both the school and the library. This single (tit,.ill. The entire first floor of this building main lobby is potentially one of the most signifi- would be a playroom. and the fourth floor,i roof cant advantages of this plan. since the library and

NEW SCHOOLS FOR NEW YORK DESIGN STUDY 1.1.1,1( ft 4, school could possibly share security personnel. PIG. itl'ahanclro Associates, ing approaches to providing the cafeteria, tilling the ground floor of the school Project Ibr Sunset Park, first play areas and open space. side of the building, also would open directly onto floor plan The proposals by Bruce the courtyard play area. With its many windows Lindsey and Paul Rosenblatt (page no) and by the and direct access the outdoors, it would work team of Curtis, Doern, Ginsberg screen the play- well for community events. Other spacesinclud- ground from the traffic and activity on Fourth ing an auditorium, gymnasium, locker roams, Avenue by presenting to the street facades with media room, and exhibition areawhich would few openings and little or no access. The Curtis, serve the school, library, and communitvtre tohe Doern, Ginsberg proposal locates the main play- located in the two below-ground levels of the ground on the southwest corner of the site and main building. These floors arc planned to make it provides, in addition, several "private" play areas easy to close oil areas of the floor or building that are not in use, m i.nportant consideration for nighttime use of the building. A traditional, if now neglected. New York approach to providing outdoor play space is to put it on the roof. Rooftop playgrounds and play terraces were often used in the pasthen 1101 enough open area was avail- ableatstreet level, but they can sets e another purpose: The make it much easier to control access and to supervise children ,tt play..\ number of projects for the Sunset Park site took interest-

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NEW SCHOOLS FOE NEW YORK DESIGN STUDY and outdoor terraces with direct access to classrooms for kindergarten and pre-kindergarten children (Hc. ;3). HNIFI IArchitects propose a major screened and lighted playground to fill the roof of the school, with an additional play terrace on the third floor adjacent to the cafeteria, ind a protected, private play area at ground level gt,------a. 7-a---f adjacent to the kindergarten class- 0 0..-'1..-'''' . 2-- -- rooms (FIG. ;A). ...-4::,.._e..t.eN-, k7...,,s..:-,1 \s-a \.,'c.:\ An undeniable tension arises Lj- sKla,"., 't7'4.Vt\ \",;;;;; \V7a\.%....;:. with any suggestion that two such ' \ 1-174- powerful imtitutions as the Board of Education and the Brooklyn _J Public Libiary should consider combining resources and operating a joint facility. Each institution [1(,. ;; 1)r), ril. mberg. school and library could he com- apparently worries that it wiil be project for S1111,el Pdrk. bined. Representatives of the library forced into unacceptable compro- .1,014.ing ionliop plaj system were ot receptive to consid- mises by the other. 'Fhe New Schools project Mad- ering whether such an arrangement might benefit vertently Creattd discord and suspicion in the the library. Some residents feared that if the pre- Sunset Park community by investigating how a sent library- -which in early 1992 was open only three days a week, for a total of 21 hourswere demolished for any reason, it would never he replaced. Collaborations of this type are a challenge to organize and manage. However, the cen- trality of the libraries to education in New York, the city's current fiscal problems, and the enormous damage recent budget cuts have done to the library system cry out (or new ways of managing and combining resources. Any way in which the physical settings of these institutions can help make their services available to more people for mow hours must be considered.

WASHINGTON HEIGHTS: COMPETITION FOR SPACE Architects working on the Washington Heights site had to figure out how to produce a great deal 1 of usable space on a minimum amount of land. Washington Heights is a densely populated, largely Hispanic community in northern Man- hattan. Several large parks define its edges, but on itil1,./.1h. I. I., tm \un,e1 lark ,t( rhil

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY the interior blocks the dominant six-story apartment buildings create a very densely built environment. Over the last several decades the neighborhood has been the entry residence for the large number of Dominican immigrants to New York. As with most immigrant groups, the new residents of Washington Heights are on average quite 1.3:PN't. 1 young. With a large number of 4:6 ) children and a large number of krP 1, women of childbearing age in the popuiation.4

the Board of Education has - .553 3.5t35 W 3,2i 5,13 not been able to keep up with the population growth in \X'ashington Heights. Schools are Hc. isView of Irashington Heights site at drcn within the schools due to extremely overcrowded, with a -20.1 Street and Anbrerdam it ren ne lack of space. The Board of current need for thousands of new classroom Education's Five-Year Capital Plan projects eight seats.s Even though this is a neighborhood where new elementary and intermediate schools for the the need for early childhood education is great, district. Not all have been funded in the School there are few programs fOr pre-kindergarten chil- Construction Authority's budget, however, nor have adequately -siied sites been located in this 1., 5. N I. 1 15 5,"533.5.3 11. 4 10 heavily built-up community. There lo exist Many smaller vacant lots in the o: ...... community, a number of them already owned by t..".4 the City of..ew York. The New School, architec- 1- -; .; -a, ; . 5 tural program for Washington Heights asked .5. *it - 11 101 IN5,5, lw i1 . a . . I architects to explore whether an early childhood center serving 200 pre-kindergarten through a '1:61.

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..5 I Amsterdam Avenue and 1"2nd Street {rtes. 35, to 36).lhe architectural problem presented by the V. /V "15 . , . . V'ashington Heights site requires tremendous I t . . ingenuity and sonic enlightened skepticism toward . .1; ' II I G accepted rules of thumb in school planning. One n .7," IN :.; challenge of this program is that many of the uses . . 1.1.I ,.,Its. ';, r. need to he located on the ground floor and not all .' 11 .;" 1. I. . can he on a small site. It is also difficult to provide I .5- 14 5. ,313. enough play space for all the children in the

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problems, itis possible to identify the _LLL compromises or trade-offs that may he acceptable or, thernatively, to determine which spaces or uses could be jettisoned. If an appealing, convenient school can successfully be built on this site, it may make feasible the use of an uatapped inventory of small lots in the community. "PK.. ..611.00111 A majority of the proposals for Washington Heights propose variants of Dawela Herm" ,tel /),,:e / !hell, project for ll':bington 1 loghts. three organizational strategies. The first plan, awl 'rerun, type suggests a building that continues the street wall onI 72nd Street and Amsterdam AsCIILIC and locates play space on the northwest corner of the site, making it possible to bring light and air into the school from that side. The proposal by Daniela Bertol and David Foell (FIG. 3) is a very good example of this approach. Their plan locates the health clinic, cafeteria, ind kitchen on the ground floor. The cakte- ria doubles as a meeting room and has a -i4,' stairway for direct access to the play terrace on its roof. This side of the first i;t floor could easily he kept open for nighttime use while the rest of the school was dosed. The day-care rooms arc on the second floor, acioss the corridor from

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NEW SCHOOLS FOR NFW YORK DESIGN STUDY A diagrammatic version of the same approach is Martin della Paolera's design, which wrz-os an I. of classrooms and offices around an atrium on the northwest corner of the site (ric. 39). The atrium serves as informal gathering and performance space, opening through the second and third floors, from which observers can watch the action below. Light for the atrium would conic through the glass tile paving of a fourth floor outdoor patio, although for the patio to actually work as a light source would require a level of maintenance that night be impracticable. Della Paolera also locates the infimt and toddler care rooms on the fourth level, inviting stroller jams in the small elevators during morning and evening drop-off and pick-up times. The accomplished scheme by HMFH Architects is the best example of several projects that build over the entire site and bring light into the play terrace. This sec- [H,. t9 thlid Pao lent. the school through skylights or light wells (tics. ond floor location may be fin.14";14,ingron 40, 41). In the HMI:11 design a long narrow skylit Ilright, plan of typiwl floor atrium bisects the school. Classrooms and play somewhat inconvenient for 'honing arrnon in upper parents with children in areas arc on the southern, sunnier side, on 172nd strollersalthough they would have easy access to Street, and the health clinic, offices, library, and the elevator near the front entrance hut the teachers' lounge are on the northern side. The inconvenience may well be compensated for by curved rool, jaunty flagpole, and recessed first and the usefulness of having the cafeteria/meeting second floor glass facade animate the volume of room on the ground level. Two classrooms on the third and fourth levels, separated by folding walls, could also he used as meeting rooms. The simple, dignified exteriot of the liertol and Foe II design emphasizes the entrance with a large arch and signi- fies the public nature of the building by the scale of the windows on the upper lev- to'1, els (1.1G.38). Windows or gldss block on the walls of' i the school adjoining the ti play terrace admit light to the second, third. and lOttrth floor corridors. .:;

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7 NEWSCHOOLS FOR NEW YORK DESIGN STUDY the school. The architects have solved the problem RAM of. what use goes on what level in a rather untradi-

STAFF EXAM tional way. The day-care classrooms occupy half LOCKERS the ground floor, .nd a spiral ramp connects the 7".1 da -care area to play space above. Older children LES-; in the school, whose classrooms are on the third and fourth floors, play on the screened rooftop playground and have lunch in the filth floor cafeteria. Once they climb the stairs to their classrooms in the morning, they never climb more

DAYCARE DAYCARE than three flights to get to lunch or recess. A third group of designers preferred to mass the building on the north and west edges of the Site, ()pelting the school toward the southeast. Jeffrey kiefier (page i;o) creates a large atrium to bring light m day-care classrooms placed below grade and proposes that the floor of the atrium serve as playspace for the day-care children. He also suggests a bridge over Amsterdam Avenue to permit children and their teachers to cross easily to Highbridge Park, which would function as the schools front and back yards. None of the schools proposed for this site is perfect in every respect. The llertol and lsoell design does not meet the required amoum of playground space set by the Agency for Child

DAYCARE OUTDOOR PI.AY Development and Board of Education guidelines. although that problem might be partially solved by the addition of a screened rooftop playground. jurors Anna I lopkins and Deborah Meier, both of whom run small schools, were not satisfied with (11: location oladministrative offices in the school designs because' the offices did not seem well enough integrated into the general flow olactisitv. They did point out, however. that as long as there are rooms in a variety of sites, over time administrators can and will reshuffle the location of activities in the school. The jury also felt that the location and nature of the health clinic needed to he considered in more detail (v.hich was more a criticism of the architectural program for the site than the designs) because it was not dear \\ hether the clinic was Meant to serve the school and its families only, or the community at large. The makeup of the clinic's clientele would affect how much interaction the clinic and its clients \could have

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NEW SCHOOLS FOR NEW YORK UESIGN STUDY with the school, ind thus its physical relation to The plans of these schools. and the New Schools the other parts of the building. program of requirements to which the architects During the exhibition of the New Schools responded, presuppose an important shift in the projects in the communit tn evening program way the staffs of the day-care center and school was held at which the designers of the projects would interact. The staffs would share a teachers' presented their ideas to an audience of community room; the bookkeeper for the day-care center school board members, area residents, and Board might share an office with the school secretary; the of Education and Agency for Child Development parents' room for the day-care center would dou- (ACM representatives. Following the presenta- ble as the parents' room for the school. In other tion, an architect for the ACID commented that if words, the two groups of employees would have to the organizers of the design study had more thor- share many spaces and work together. Problems oughl consulted Board of Education and ACD might arise, since the staffs of the day-care center architects first. they would have known exactly and the school have to respond to different sets of how things have to be done. Then designers requirements and answer to different city agencies. wouldn't have made "mistakes, such as locating School buildings are affected by the rules of a vari- cafeteria facilities above the first floor (a problem ety of unions, while day-care centers are not. On because food service providers object to transport- the other hand, the personnel might relish and ing food and supplies). Clearly, this site requires profit from the collegial interaction. In any event, tight packing of program functions and fresh the advantages of locating day -care and the ele- thinkir4.1 about what layouts are acceptable, or mentary school lower grades in one building not, for various activities. Being able to locate a (where siblings could be dropped off together in small school on such a site seems much more the morning) and of having all-day programs important, however, than not putting the lunch- developed for elementary school children whose room and kitchen on an upper Boor. It was exactly younger brothers and sisters are in all-day day- to draw out these kinds of choices that the New care, seem more than worth the trouble of recon- Schools project was organized in the first place. ciling the requirements of different agencies. Likewise, using the small vacant sites that are t. available in this neighborhood to build small schools is economically, urbanistically, and educa- 4 lts tionally preferable to struggling to assemble large sites to accommodate too many children and too many teachers in one building. '

PROSPECT HEIGHTS: AUTONOMY AND IDENTITY For Prospect Heights High School, architects were asked to propose how to divide a large school, currently serving more than 2.000 students, into four academiesbusiness arts, human services, culinary arts and honorseach with its own student body, faculty, and administration but sharing large spaces such as the gymnasium and auditorium. Prospect Heights High School was built in 1924 and has not been renovated since (rtes. 42, 40. Itis located on the edge of Brooklyn's great cultural center, across from the Brooklyn

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY Botanical Garden and near the Brookk n school horizontally or verticallythat is, whether Museum. Brooklyn Public library, and Prospect to designate one floor for each academy, or to Park. The school serves the communities of locate the academics in multifloor wings. Each Crown Heights and Prospect Heights. approach has advantages and disadvantages. Prospect Heights High School was chosen as Because of the enormous site of the existing build- a site for the New Schools design %arcy because its ing. using a single floor for each academy means principal. Jerry Goal. had already made extensive that distances between classrooms may be very plans for the four academies he wished to establish long. This approach has the advantage of retaining and because the school was slated for a S30 mil- the existing fire stairs, which would be very expen- lion renovation that theoretically could be sive to add in another arrangement. But stairs that designed to reinforce the new orrAzation of the serve several separate academics could also be school. Ciorli asked that each acac, my have a sep- difficult to keep secure. arate entrance and that each be a compact unit Division by wings, the approach chosen by that could function autonomously. A new build- [)earner 4 Phillips (FiGs. 44, 45) and Nancy ing or wing was requested for the culinary arts Hitchcock (1:10.46), creates the most compact academy. spatial arrangement for the academies. Both of Given the large and costly scope of the reno- these designs articulate the corners of the build- vation planned fm the school. the New Schools ings where one academy meets another, although architects designed ambitious schemes which the plans are different in most other ways. would very significantly alter and add to the exist- Hitchcock proposes that the existing main ing building. The crucial choice made by each entrance to the building continue to serve all acad- team of architects was whether to divide the emies and shared functions. She remakes two

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NEW SCHOOLS FOR NEW YORK DE SIGN STUDY existing staircases into glazed cylinders that also contain new elevators and act as the interior entrance portals into the separate academies. Each academy would have one pri- A mary staircase/entrance, and s, share a second staircase with the adjacent academy. an economical approach to IlIccting the need for at least two exit routes for fire safety. A new wing angles off the back of the building to serve the culinary arts academy. All shared tt spaces, including the cafeteria, main library, overall adminis- 00* tration. and day-care area, are on the first two floors. "rhe Deamer + Phillips project even more substantially reorganizes the school'. Entrances to public and common uses in the riG. 4.1/)earner + the architects have artic- buildingthe auditorium and general administra- Pollee/ l'ro,peet Heights. ulated on the exterior of photographofmodel tion offices--are located in the court formed by the building by carving the t.' of the htliklingdong with entrances to the away the corners where the academies abut. This human services, business, and honors academies. complete separation would be more expensive A new wing for the culinary arts academy, built than Hitchcock's approach, since it requires addi- further to the back of the site, creates a larger tional staircases and additional elevators to be used courtyard that the architects propose would serve solely by each academy. Its great appeal is that the surrounding community as well as the school. each academy would have its own distinct home. "rhe plan of a typical upper floor (page 1.161 access to which could he easily controlled. shows that the three academies in the existing building would be completely anumomous, which

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NEW SCHOOLS FOR NEW YORK DESIGN STUDY Ile;..}- On iiny,-.,Jong. The teams of Ou The PEA has argued that virtually all of the city's pron,IlOr Pro 'pert Height,. Boyes Jong (FIG. 4) high schools should he divided into smaller, Olt floor plan and Fradkin/Pictrzak autonomous houses. If house plans are widely divided the school horizontally, giving each acad- adopted. many schools will likely have to make do emy its own floor (rit;..48). Both teams connected with superficial differentiations of the space the bars of the U of the existing school in order to belonging to each house, accomplished through complete the circulation path around each floor. All academies would have space in the existing building and in the newly constructed connector, which in the Ou Roves Jong scheme would include faculty offices and cafeteria on each floor, and in the Fradkin/Pietrzak project would house new classroom space. A hybrid solution, in which each academy has a multifloor segment of the building and each segment wraps around the corner. was proposed by a team called Et Alia (FR; .49). The Ft Alia project is not fully worked outissues of act ess and egress are not resolved, for examplebut it does suggest a way to organize the building to avoid the problem of too much horizontal spread for each academy. This proposal provides each academy with views out of two sides of the building and the potential of emphasizing the spot where the corridor turns the corner as an informal gathering plate.

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F-- I Ai J imagination to move, without too much direct attention to the program ... you may never get to

: the spirit of the building, especially when you're dealing with a very programmatically directed FI : F 4 1 building like a school." A similar thought was .1 I expressed in tile latei 950s in some eloquent L advice from the American Association of School Administrators, which suggested the value of in.. 49 ft .Vid. preqedfi+1"PrOpl'il/eight, changesinpaint architectural competitions as a way of improving th:rd and Murth,lifil, floor plan, color, signage, or sim- school design: ply through assignment to a specific location in a School-building planning should begin in the building. Because of the large number of schools cosmos oldreams and then more to the point in the city that require very major repairs or reno- where it meets the demands of human vation, however, many opportunities will also exist progress. Educators and school-board mem- to plan the %yolk to be done to facilitate division bers may not be readily aware of the Gene its into houses. The problems and solutions identi- to be derided from a i.,ionag approach to fied by these projects for Prospect Heights provide the wily stages of school-plant planning. but a usefOl guide for how to approach such planning. the school system that seeks to more beyond the commonplace in function, lOrm, beauty, SCHOOLS AS A DESIGN PROBLEM and design of its school buildings null not Sonic of the designs produced fOr New Schools for overlook or neglect the limitless resources of New York offer tint so much practical solutions as the human imagination.6 visions of what qualities schools should have or how they might he built in the future, Far from Projects that exhibit a rather poetic approach to being simply paper exercises because they are not certain standard requirements of the school pro- immediately buildable, such designs can provoke gram include those for the Sunset Park site by the thinking about features more -practical- schools Sonnino/Wong Studio and by Randall Cude and lack. As architect I lenry Cobb commented during Duke Beeson. In addition to several more tradi- the New Schools jury,\X'hat is not sufficiently tional play areas, Cude and Beeson propose a recognized ... is that if you don't start in the cate- climbing cage, arch and pylon, and grasslands gory of concept, mood, spirit, and allow your (FIG. so), while Sonnino/Wong (page Ha) include

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Innummwmposiormibot 11,1VV, 11iiiiiiiiIiimairmIt $ itt: I.ALAI!' -2 I II, i IIMIWI .I 11111 . overlookst grove, a wind-scoop garden, observa- and other usual ways of doing things that con- tory. greenhouses, and experimental garden. These strain school planning and construction must give may seem like the impractical products of the way to a new openness to alternative approaches architects' reveries, but creating some of them on the part of program writers and project man- would he more a matter of will and imagination agers.Sites previously thought to he too small for than money. Such places could help make a school schools will have to he reconsidered. The Board of vivid and unique. As architect Susztna Torre Education and other agencies that serve school- pointed out during the jury deliberations, school children and their families must seek out opportu- can play an important role in forming a child's nities to cooperate in the production of space and especially an urban child's--view of nature. the provision of services. Union rules that con- Yann Leroy and Entrup Burkhard's futuristic strain the range of design choices without improv- proposal for the Nlorrisania site suggests that : ing the quality of instructional space, or the ser- child's progress through grades in school be a lit- vices provided to children, must he reevalwted. eral progression to a higher level. 'Fhe classrooms Possibilities fOr contracting with private develop- are amphitheaters to emphasize the openness of ers to include school space in their projects must the learning process (etc. 51). John O'Reilly's spir- be investigated. Teachers. parents, and principals ited design for the Washington Heights site pro- must play a large role in defining the schools they poses a school built of prefabricated plastic "pods" want to serve their children and their neighbor- inserted into a steel structure erected on the site hoods. (etc. 52). Presumably the school could be built Most of all, building small schools will very quickly and altered just as quickly if' the require the willingness, from the highest levels of neighborhood's needs changed. For the same site, responsibility on down, to encourage and allow Hitoshi Amato proposes a school of mobile class- decisions to be made on judgments of quality, fea- rooms that would sometimes be parked at the sibility, and appropriateness rather than adherence school headquarters building with its administra- to preconceived formulas. A small schools strategy tive offices, kitchen and cafeteria, and other facili- that identifies and takes advantage oldie variety of ties; at other times they could be located in a opportunities offered by the city's fabric demands neighborhood park or on the road for a class field the vision, openness, and skills to evaluate each trip (page ti-). case on its cwt merits. The reward for doing so could be a new generation of school buildings that CONCLUSION reflect the diversity and particularity of the city's Can small schools he built in New York City, or neighborhoods, and that communicate and sup- in any other large urban school system? Some port the very virtues of individual identit and notable successes in New York in the building of identification with the community that make schools that incorporate community facilities and small schools themselves so important. aspire to a high level of design quality indicate that changes have been made in a system that has been Rosedie G'ettero is executive director of funously logjammed for decades. If small schools 11,e tIrchitectura/ League of New l'ork are to he built, using the strategies of "urban opportunism- suggested by the New Schools project, more change is necessary. Building small schools--and especially building many small schools quicklywill require a great deal of inventiveness and flexibility. The established procedures, entrenched rules of thumb, standard furniture and equipment orders

NEW SCHOOLS FOR NEW YORK DESIGN STUDY NOTES

I lalhot I . I landin. "'who() Is Ate For ( :Iiildren." making, design fnrnittlation and Lonstrill (ion %pet Hit ation /ion d Powir (Marti) I 030 6 I.31 and 110. anti bidding. that mot \VII it II attetitpi% to rctuntill' the 2 On the Niorrisania site. art hitet ts had the Limit,: (It interests ()I !hers, spomols. adinillist Faint's. polithal tortes, rising only the are.( bounded by ( branklin. antl lista' managers anti the likeinterests that. far more than Jefferson 'greets, oral using .1 vaLant parcel across ( :linton those of the tunnel the final corm sit Street as well. the building They go on to argue that the lio.trLI's 3I larlem I. 1 )evelopment (:orpotat ion. prokdures they In its on slandartli/ecl litatIbunt Revitalization I'lanningl)oeument. ri.d., grog by aLLret ion. and are not %y%teilialieally evaluated and partit trimly pp. 63 -1 and Appen,' 11. ratimtali/ed - usy nl the real possibilities uttered by II )(Tat tinentof( Planning. New York City. the existing city. /be ,Vereert New Yorkers: :In .-Ina/4.si. 41mo/ignition into They recogniie and enirliasiie that an approat 11 that .Vetr York (7tr 1 hiring the 1980, (New fork: I1epart Men( takes advantage of the t it' re(loires inl()rtited and ol ( Planning. I 00.D. pp. 60, -2,I SS, (lamer 4. thoughtfid planning: "Thus it Lannot be empliasi/ed too The ( )dice of Strategit Planning, Division of Strongly that each fittlttl environment nitiNi be evaluate(' `(hoot Facilities. New Voi; ( Fdth.ation. at, ording to its osvn mirti . ular spatial qualities, and a estimates the torrent need (not intruding ted judgment made of the minimum alterations requited to population growl 11fur 'less- elementary ,.nd middle school make .1 viable milord environment. In this way, the seats in I /kir it t 6 at .1. I 11.S. Phone interview with I )avid institutional "sameness" of the sLhool building might he lick Incr. 28 ( :)Ltober1 09 2. unuttered. ancl a real use made oldie cliveisitv and Limice

()Planning .4 merican .S(./rard Thri/eling,.. Report of the ilre%clited by the existing building tuck of the city. Ainerti'd,/ .1,Peleft/0)/ Of.SChOOL'Id)//////!trattir., .Sehafil- Anthony \'idler and loseph ( :aruso.141(0 fit,'learning: ////////,/g.a/i/M/":/»/,I V6O, p. 8.1. Mc ..ommission also hivirinnnental Quality awl the Educational l'rograni wrote 83): -Ara Mick ltital tompetitions, like utopian (A R:port to the Nes, l'ork State ( :ommission on the sm.( illation. mos idt. ()ppm t unities lor imaginative and Qualit, ( :ost atttl Finant ing sit Idmentary and Secondary (realise thought. In hot.., the widest possible margin is yol. 64). n.(1.. pp. II), 66. alloss-ed fig unusual proposal.. and Creative expression. lames P. Nleier makes a sitiii1.n point in his1 (l-'S : \Ithitett.,tre gienL home to present the best overall stuck of renovation and adaptation as approaLhcs to school solutions and are limited only by theit peisonal tapabiluies building: "The essential point in careful planning is that and the most 11.15iL lestn ition..I he vitality generate(' cash situation be treated separately. As a generic lot tn. thiough thew lice. untrammeled (Aperient es L while inhetent Iv nei. her superior nut inferior to nes\ sc. 'tool objet Elves and ustialb ()pins doors to vistas not formerly buildings, it is cleat that hum(' spate otter, an alternative se. n. ... Idea situations. even though they are but lot permanent. on-going edthational programs and at least

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5 6

NEW SCHOOLS FOR NEW YORK DESIGN STUDY MORRISANIA

t57 MORRISANIA

SITE The Morrisania site, in the South Bronx, is coin - prised of fifteen vacant city-owned lots. The lots with frontage on Clinton Avenue slope up irregu- larly as they stretch back from the street. The two lots fronting or. Franklin Avenue are at a higher elevation than the Clinton Avenue lots. The site, two blocks south of Crotona Park, is in a residential neighborhood. with some occupiedhousing,many TASK ARCHITECTURAL PROGRAM Architects were asked to design vacant, rubble-strewn lot.;, and DESIGN A KINDERGARTEN THROUGH abandoned buildings begin- an educational complex of ning to be rehabilitated. TWELFTH GRADE SCHOOL, WITH DAY- three new small schoolsele- Directly' across Clinton Avenue CARE, HEALTH, AND OTHER COMMUNITY mentary, middle, and high are several city-owned vacant FACILITIES, FOR A VACANT SITE SOUTH serving children from kindergarten through the twelfth lots, which architects could OF CROTONAPARK. propose to use as open space or grade. In addition, they were to play space for the study site. provide spaces for infant and day care, a health clinic, offices for representatives of social service agencies, and facilities to be shared by the school and the community such as an auditorium and meeting rooms. The program for the new school reflects the community's multiplicity of needs for adult education, parenting guidance, children's creativity and recreation, and health services. A particular challenge of the project was to facilitate casual interaction among children at dil= ferent age levels while also creating strong identities for each of the schools. Architects were also asked to reinterpret support spaces such as dining rooms, kitchens, bathrooms, and recreation spaces to minimize the building's institutional character. Spaces such as auditorium, meeting rooms, gymnasium, and some classroom areas were w be designed for community access. fi ;i

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Des ign IJJtenr The school is an anchor and a hallmark in the are united and the whole supported through community. The school is an announcement to clearly visible physical relationships. Circulation the larger world of who the neighborhood people hails and .airs are meeting grounds binding par- are, what they are doing, and where they are ticipards and spaces together. going. Conversely, the school provides a forum for [he school emphasizes qualities which foster events of the city and world to enter the comMU- learning and adventurousnesslight, air, variety. nity. The school relates and responds to the neigh- surprise. Rooms converge on halls which are borhood in a fundamental languagelight, noise, multi-directional, extending upward. Views activity, focus. change, expanding and contracting, now to an Each functi(m, play,cii ml, and community interior, now to an exterior. The sky and the activity, will occupy a discrete space and maintain cityscape enter the classroom. Halls become infor- its own character defined by users. The functions mal classrooms or just places for social events. Access to exterior space provides alternative classroom space--an escape for the mind and eye. The individual is supported through private areas for reading, contemplation, and quiet conver- sation. Relationships among indi victuals are reflected in shared spaces and visual access. F.111111- 113ting an impersonal hierarchy, the school introduces a sense of community direction and control. Buildings are joined, entrances are common and shared by teachers, students, parents, and neighbors alike. Offices, classrooms, meeting rooms, and play yards are mixed together. Here itis the individual who fashions and manipulates the whole.

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MORRISANIA DENISE P. REKAERT BASIL H.M. CARTER ARCHITECTS

Schools as a Mall Small. warmly furnished buildings scattered among trees and lawns are an inspired school setting, one rarely found in the midst of cities. For seemingly practical reasons schools have become more sterile and more impersonal. Larger buildings made of standard elements and controlled SV,,Zeillti designed for ease of maintenance will probably continue to prevail. An exploration of the large buildings that elicit positive responses from young people led to the "School Niall.- focusing on an inward-looking space, the structure is a -diorama" in which continuing events occur. This -box" lins three small schools withallthe required facilities. Students grow. Their environment is re-formed (l conform with their changing interests. The classroom "shop,- also a "box," is white-washed so each class may define itself, making the learning space more intimate, significant, exciting, and valued. When the school benches among interior planting. year is over, the rooms arc white-washed again. These are under the skylights which Each "shop" creates its own advertising. may be opened in favorable Yeather. the plants Banners and signs are fitted to the atrium wall. and trees, volume and abundance of natural light The open atrium can be used for theater perfor- and air soften the impact of easily maintained mances. sports events, concerts, sculpture, art standard finishes. exhibits, day dreaming, or people watching. The Since the school world is within the structure, ramped "streets" encourage congenial between- itis secure. School life can be full flowing, open, class time which is friendly. and creative. Interaction with the com- both relaxed and yet 13mi1 1111. Carter munity is natural as the spaces are adaptable. The surervisablc. l'he cafe- Susan Feb.,. adjacent day-care center will be well used. feria or "food courts' Strm Lt/ten The ambiance. in the fullest sense, is succes- provides tables and Brian Kaminski sively created and recreated.

HORRiSANIA BASIL H H CARTER ARCHITECTS MICHAEL DODSON

The school is designed as a paradigm for the revi- floor entrance leads to the auditorium, social work talization of the neighborhood; it proposes an offices, community meeting rooms, dining hall, urban model while addressing t he concern for library, gymnasium, and elementary school. The security in an area of abandoned buildings and attenuation of the horizontal proportions of the vacant lots. The school presents a massive street library and dining hall mimic the vertical propor- facade punctuated by a tall rower, whi' :h together tions of the tower and give these spaces a monu- befit a critical civic institution around which the mentality belied by their relatively small si/. fragmented community can rally. 'the fOur principal methods and materials are The imposing walls shelter the intimately Ionian brick facing. steel and glass curtain walls, scaled inner areas. A plata, an arcade, gardens, rough-hewn brownstone masonryind copper streets, grand staircases and towers echo the struc- standing-seam roofing. The limited palette of materials used in a variety of combina- tures of urban and communal mod- Michael Dodson of tions yields diversity while also els such as hill towns and campuses. Moore Chapman Dodson, Inc. emphasizing the cohesion of the dis- The high school and middle school With William Chapman parate buildings. are organized like town houses with Assisted by ,llargaret Clwpman, The simple massing or the brick single entrances and stairs leading loore, .tiu.,an Morris, walls and towers evokes ancient and to a few classrooms in order to pro- Karen OHO. mote its occupants' sense of owner- medieval buildings, bridges and engi- ship, pride, and responsibility. Entries to other neered structures, metaphors that connote the functions are located off the plaza. arcade, and importance of schools as lasting humanistic insti- street as they would be in a town or campus. tutions. The glass and steel elements, in contrast, Beyond the gate house, security for the suggest the optimum use of modern technology school's population is provided On an equally and symbolize the aspirations of reformers who see decentralized basis; teachers, receptionists, librari- science as the country's hope for the future. ans, and students would all play roles in monitoring specific areas in the manner of neighborhood watches. For instance, the teachers' offices in the high and middle schools have direct views of the town house entrances. Tall walls, high windows, ind gates secure the campus. The public wouldhave access to the shared facilitiesonly through the ground floor of the administration tower. The tower contains the three principals' and general offices, reception areas. bathrooms, and circulation and is capped by the student council room. The ground

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t3 3 MORAISANIA MICHAEL DODSON GAMI ARCHITECTS

The Bronx project is an Bharat Gami which links Third Avenue in the south to Crotona attempt at developing a nth Apnita Gami Park in the north. Such redevelopment would cre- new vision. This vision ate a pleasant and hospitable urban environment grows out of an investigation of past and present through a combination of residential, commercial, realities. The past realities recall images of the old civic, recreational, and educational buildings. The village charm of Nlorrisania extending into the schools for the area would be small. caring places low-rise residential community of the early twenti- for education as 'sell as social and community ser- eth century. The present realities characterize both vices. an area undergoing well-intended but piecemeal The school architecture would address the initiatives, as well as an area afflicted with typical need for integration as well as autonomy and inner city problems. An holistic vision for the would be prototypical. The residential architecture future is offered here, one which addresses quality would redefine the urban form and create a spatial of life issues for children as well as adults. order to facilitate various levels of community More specifically, the vision suggests that interaction. Both children and adults would for- redevelopment efforts should he concentrated in mulate their future in homes, schools. and on the the historic urban corridor along Boston Road, streets and plazas of a revitalized Morrisania.

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The idea of community John Keenen Both the ground level and the top floor far "sky is critical to our propo- Te7enee Riley deck- hold the common spaces shared by all three sal for a new school for Andreas von Rudziwki schools. The ground level is articulated as a con- Nlorrisania. In dealing Smug Jae Lee tinuous base which supports the floors of the bar with the complex pro- Jim Yale above. The sky deck holds both an outside gymna- gram for making three sium for the grammar school and a common schools. we chose to make one unified building to library for all students. The auditorium is located house all three. In doing this we saw the potential on the corner of Clinton Avenue and Jefferson for a school which would function not just as a Place and has both an internal entrance for the school but also as a center which deals with social students and a street entrance for the community. and cultural concerns of the community. Classrooms vary from school to school, with Standing on the edge of Clinton Avenue, the classrooms being more open or loft-like in the ele- building takes On a linear form. This -bar- serves mentary school and getting more defined as to mediate between two different worlds: the -rooms- in the upper grades as subject matter gets street world of the Bronx and the world of the more specific. All of the classrooms are served by school as created by the series of enclosed public single-loaded corridors which flip from the front spaces and courtyards found within the inner to the back of the bar, using the central circulation block. core as a pivoting point. In plan the corridors The main entrance to the school is located on widen as they approach the central circulation and Clinton Avenue and is marked by a large cylinder are articulated by the diamond-gridded window which functions as the circulation core. From this wall. They are seen as extensions of the class- entrance one moves to the individual schools and roomthe "public street- of the schoolrather community related services. To the left On the than just circulation. ground level are the day-care/toddler centers and the health care facilities. These can also be entered through their own separate courtyard from Franklin Avenue. Above these spaces is located the elementary school. Through the entrance to the right one finds the dining hall, gymnasium, and administrative offiLes. AboveISlocated the middle school (floors two and three) and the high school Moors lour and five). Located at the back of the bar, creating an inner samtuary for those using the school, are the larger and more public spaces! the day care /toddler center, dining hall, gymnasium and auditorium. These spaces are organiied around three outdoor courtyards. one on ground level opposite the entry. one any the day-care/toddler center Ittl- the elementary school and one above the gymnasium. c and 'ire pia,'

1JY MORRISANIA KEENEN,RMEY INTERGROUP +

The proposed edifices for learning constitute the Architects The layout and geome- foundation of a successful educational program Lucia Di Leo, AL-1 try of the school struc- under the "Schoollouse" and the "School as Gerson Palevski, ALA ture and design solu- Conummity Siteconcept. With a focus on an Designers tions reinforce security interdi '.iplinary learning environment, they bring Nicola Arpaia by creating a controlled together the children and the adults of the Lazaro Awe, Jr. "inner city" environ- Morrisania community in preparation for the Emmanuel Gramigna ment. The library is a requirements of the twenty-first century. Galin kinersky focal point placed so as .1 he challenge posed by the design team Carl Saci to respond to student evolved around three major factors: Ralph Tedesco and Lommunity needs. 1. The sites dictated the type of structure for Assistants The cafeteria expands learning; it would relate to residents' needs and Alichael Boback into the courtyard as an have resources interchangeable with needs of com- Dennis DeFrancesco interaction space during MIMIC) activities. school hours and for 2. The program uses define the specific direc- community needs during after-school hours. The tion for the architecture. Space and its functional amphitheater creates additional public space for relationships identify the architectural plan from community events and acts as a conduit for the the day-care center to the "school house" to the introduction of community events and activities -community center" site. into the school environment. A residence is pro- 3. The Nlm risania community desires a well- vided in response to housing needs. and to make rounded. quality education for its children and available necessary youth shelter when appropri- adults, including at-risk youth. The proposed ate. The penthouse areas provide additional space sequence of spaces maintains a philosophy of the for exercise and sports activities for both students value of small, intimate learning euvironments for and community. the learner to become acquainted and familiar The function of the school is further with individual Leachers. Provision is made for strengthened by the identification of space for core exploration and expansion into the provided instruction for students of different ages and levels spaces with extra-curricular and interdisciplinary of development. At the same time interdisciplinary learning experiences. activities are encouraged so as to enrich the core curriculum and broaden learner comprehension. In conclusion, there is a recognized need for the Morrisania community, the City of'New York, business and industry, and educational resources to form a hand for daily use and maintenance of the edifices which support and monitor the progress of "II children.

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MOIRRISANIA INTERGROUP YANN ANDRE LEROY, ENTRUP BURKHARD

A new mountain is standing in the City! It is not .t shrine erected to the grandeur of knowledge, but rather the celebration of learning. From the lower levels 'day-care center, Primary School) to the top floors of the High School, is a long journey. No more Institutional Learning Facilities! No more classrooms! Teachers cannot he content anymore as petty functionaries, guardians of the petit bourgeois Order! They now face their pupils in small amphitheaters Larved into each of the slop- ping floors. .1.he obsolete classroom became a learning nest! Intimate, md yet open to the rest of the voluMe, the rest of the teaching mountain. Teachers and pupils are not secluded behind awk- ward walls anymore, they actually participate in the entirety of the School. They are individuals. aware at all times of the rest of the community. Each amphitheater/nest is complete, with storage and sink area located tinder each floor.

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AFF - Learning is long and arduous. Reaching the top of the structure, where the high school is located, takes years. But no one will ever lose sight of the other keels. At the top of the mountain is a park. There stands the tree, the final step of the voyage. It stands proud and yct vulnerabl;.! This is the ultimate lesson! "Hot 1) !mix VOtIt Ittim.s1.- Against all adversaries, all misfortunes, the young crowd must stand tall and proud! \X'hat can he the need far an institution mining out well adjusted (ICl/ells! [his School is there to guide noble and strong Lhildren, to develop their social awareness as well ,is their individual consciousness!

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This project celebrates the virtues of small schools Cameron Me Nall in an urban setting,. The main building, which With HM EH Architects houses both the middle and upper schools, Rees Grille 7.raynor Clinton Avenue while the lower school is located ll"ding in the narrow "panhandle.- which connects to lemnfir Poo,' Franklin Street. Across Clinton Avenue the day- Stephen Friedlaentler care and kindergarten facilities are housed in playful structures located in a park-like setting of trees and grass. Each of the main building's three components has its own entrance, its own arrival point and its own unique path of vertical travel through the instructional floors and up to the shared facilities on the upper level and roof. Yet each component clearly belongs to a larger totality not unlike the relationship ache neighborhood to the city. This project also maximizes certain features which urban schools frequently lackabundant natural light and outdoor play spac and promotes community access and identification. The main building is organized around a fou -story atrium space which is, in effect, a single-loaded corridor which is flooded with dappled light by day and which emanates light by night. This school is not a fortress: it is the jewel of its neighborhood. Its glass facade is protected by decorative screens and meshes. / rnxittedinal ('.1 ion

At ground level the building lea- tures an arLade dominated by a .; . two-story community mural wall,

er.I.hdr 4AILecocr..--cr behind which are the facilities the [ 1[1 111110D11 1111 1111111 kit 1 school shares with the community. I r Designed by artists working with 1 It It+1 amgm imam local groups to promote and affirm community sentiment, the wall should become a living testimonial to the aspirations unique to this community. Itis an on-going record of community naines, images and events.

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MORRISANIA CAMERON MCNALL WITH HMFH ARCHITECTS BRENDAN MORAN, KRITI SIDERAKIS

Our project attempts to adapt a traditional and shared functions, while the three schools are modelthe C. E. or H New York City school arranged as separate volumes in order to establish plan--by inverting the interior/exterior relation- individual identity. Visibility and circulation ship. The bars of the classroom that would over- walkways. bridges, and open spacesare the focal look outdoor areas are now placed along the street point of the design as they form an important part edge, wrapping around a central, skylit galleria, as of the school experience. a way of fostering community among the different The library acts as :a separate building schools. fronting on Franklin Avenue at the scale of the The ground floor of the building incorporates surrounding houses. It has an entrance from the those aspects of the school with the strongest ties street as well as from the school. Outdoor play to the outside community. One lobby serve, the areas are provided across Clinton Street as well as community-based organizations, as well as a on the roofs of the two gyms and the library. grouping of day-care/toddler centers with health-care facilities and cafeteria, while a second lobby serves the gym and auditorium.

Both lobbies have access to ZS the second floor from which the three schools are entered. Ad- ministration and shared classrooms occupy this floor, with additional classrooms on the floors above. The two lower schools are each arranged around skylit atrium containing a cere- monialstairwa). Thus the r. ground and second floors of the building contain the more public

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71 MORRIbANIA BRENDAN MORAN. KRITI SIDERAKIS STRICKLAND/CARSON/SCHAEFER

V'e believe in the dignity of schools and of the Strickland Gtrson Associatec people and communities they serve. Our school With August G. Schad?). will serve as the catalyst for the Morrisania com- Roy Strickland munity August G. Schad i- I. Providing a pedestrian through-block pas- Gerolyn Carson sageway. from Franklin Avenue that culminates in 7achibana a community "common" on Clinton Avenue. Darcy Ratbjen Th;s space will serve as the bridge between he Julie Meininger neighborhood and nearby Crotona Park and Linda Garter encourage people living in nearby elderly housing ;,, to partake of the school's activities. 2. Organizing the school's elements as an ensemble of interrelated buildings and public spaces that will create an anchor for the neighborhood and encourage the formal and informal exchange of ideas, activities and social services between the school and its community. 3. Expanding the program to include a field house and outdoor sports facilities on the southeast side of Clinton Avenue. 4. Recycling two adjacent and abandoned tenements for child care, dormitory and housing fOr the school and neighborhood. 5. Creating an imagery from light-colored. modern materials. gable rook and balconies, and a landscape that responds to the particular mix of urbanism in the Bronx.

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SITE Downtown Flushing, in central Queens, has grown tremendously in recent years through commercial and residential development that has both resulted from and attracted a large number of Asian immigrants. More than 2.000 dwelling units were built within a four-mile radius of the intersection of Northern Boulevard and Main Street between 1988 and TASK ARCHITECTURAL PROGRAM Architects were asked m produce a 1990. Flushing has an immediate DESIGN A SMALLMIDDLE need for more classroom space and a design and a strategy for creating a SCHOOL WITHINA PLANNED lack of parcels of publicly-held land school on one or several floors of a available for new schools. In addi- MID-RISE MIXED-USE BUILDING mixed-use commercial and retail tion to its need for more space for IN DOWNTOWN FLUSHING building. The architectural chal- schoolchildren, Flushing has a lenge was to devise an approach strong demand for meeting space for programs which would result in a warm, welcoming, secure such as English-as-a-Second-Language and literacy school environment which could be created quickly classes. and modified easily as necessary. Ideally, the school The New Schools site in Flushing was a pro- would be integrated into the working and "outside" posed eleven-stor mixed-use building to be built world. School children and working people in the by a private developer on the south side of building would be reminded constantly of the pres- Northern Boulevard just east of Main Street. The ence, interests, and characteristics of people of other developer planned to include office floors and a ages. movie theater in the building. Each floor of office Providing adequate play space for the school chil- space would comprise about 16A50 square feet. dren and access to school spaces for use as meeting rooms and adult education classrooms during non- school hours were particularly important problems to be addressed.

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I have chosen the third floor of a multi-use building to house a small middle school for 200 students in grades 6, and 8.I have chosen to design a totally independent zone within the building, one whiLh slices the interior of the building vertically and horiiontallv. The question became how to design the school which would have an -outside,- knowing that one could not change the outside of the building. What if all the interior partitions were made to look like the outside of a building, the rooms were positioned in a way which provided a reference to an arcade that goes from one building to another or, rather, one room to another:. It would begin to create all inverse notion or interior spaces: interior walls would become outside walls to other interior spates. All the walls are to be 12- h x 12-inch tile on waterproof sheetrock, a very fast method aconstruction.

FLUSHING DENIS h DAMUREVILLL GANS, MCGRATH, ROBBINS, MOSSERI

Flushing, New Yorkdating Deborah Gans from the Colonial era Brian McGrath where the Quakers found lark Robbins refuge in1694. Inthe Sbattna A fosseri shadow of LaGuardia and the Unisphere, itis the new port of entry in Queens. Today the immigrant community is Asian. The Flushing Center School provides an entry into the culture: a public place for learning inserted within the private envelope of a specula- tive (Alice building. The facade of the school is made up of glass cubicles: language labs, used day and nightan English-as-a-Second-Language billboard. 1110111111111MIMEms... A ramp from the street leads up to the central Pe spec ire courtyard, a vertical space within the horizontal

world of the office landscape. The life of the Mari, h'rel i0 awl 55.00 (right school begins here. Daily activities arc apparent, viewed through classroom walls. The courtyard is anchored at one end by a tower of loc.kersa series of stacked rooms composed of students' possessions in wire mesh boxes. Itis a nexus for social activity as each period changes. L'p the tower a sign strip flashes messages about the day. Asst-NI It I V BEGINS:a visual public address system.

FLUSHING GANS. MCGRATH. ROBBINS. MOSSERI ANNAMARIE MCKINNEY

cox( :tPr Gum :'['he integration of school and community through a shared common space--A Park in the Sky--that serves as a learning center for all. Integration begins inside with the placement ola middle school in a mixed-use building. This is enhanced by providing a common outdoor area at a roof top level. Inside, the school occupies the entire fourth floor and a section of the third floor. The plan is simple. Classrooms flank both sides of the building. taking advantage of natural light. Larger spe- cialIVrooms are centrally located, with administra- tis e offices dispersed among them. Adequate storage is provided with display areas outside the Sehooll'OfnlOir floors and acts as the main classrooms. The third floor is used for two spe- entry for the school. cialty rooms and is closed off from the remainder The park provides a playground, quiet spaces, an of the floor. The school is accessed by a private amphitheater, and a raised dining area surrounded elevator, located at a drop-off point in the parking by an experimental garden. An indoor recreation garage. center shares the roof terrace and is accessed via a As a reaction to the lack of and need for open covered walkway beginning at the elevator. This outdoor space. "A Park in the Sky- was created. room functions as a community room after school Housed on t:te top floor of the parking garage, the and on weekends. park is entered from an elevator which serves all In an attempt to provide creative alternatives for learning environments and innovative utiliza- tion of unclaimed space. the intention is that this model Nvill serve as a prototype for schools.

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SITE Public School 90t vacant elementary school on West 148th Street in Harlem, was declared obsolete and abandoned by the Board of Education during the 1970s. Completed in 1906, P.S.90is a five-story, masonry hearing wall 11- plan school similar to many others around the city built during the term of innovative Super - i ntendent of School Buildings C.B.J. Snyder. The Bradhurst dis- TASK ARCHITECTURAL PROGRAM trict of Harlem, in which the DESIGN AN ADAPTIVE REUSE OF Architects were asked to propose school is located, includes many how the existing structure of P.S. ABANDONED P.S. 90 AS A MULTI- vacant apartment buildings cur- 90 could be renovated as a com- rently being renovated for housing USE COMMUNITY CENTER. munity center, including a small for the homc less and for low- alternative high school for 250 income families. The Harlem Urban Develop- students. Other uses to be included in the building ment Corporation and a number of community were an auditorium/theater and gymnasium for com- organizations and institutions have proposed the munity use, a branch library, an infant and toddler care comprehensive Bradhurst Plan for this area as a center for 45 children, an early childhood center for 60 way of addressing the economic, educational, and children, social services offices, a senior citizens center, social needs of the existing population and the and a health clinic. Design issues of particular impor- new residents who will move into the rehabilitated tance were110Wto create appropriate access, circula- housing. tion, and security within the building. The proposed program envisioned almost round-the-clock u,...: of the building by a variety of groups, all of which would benefit from sharing amenities and fa ilities.

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La Maisen du People P.S. 90, novr an abandoned public school, can )7;1,6 SherifrAdesalo auditorium, the video emerge as the ".ew sociocultural focus of the Shui Ki Cheng room and the cafe. neighborhood, a place where both old and new Martin Illueller The ground floor is a residents can gain not only a needed alternative Atim Oton community plaza. acces- high school but also a ;liaison du people (a "house Bienvenido Perez sible to all by the ramp of the people") where they can share cultural, Jose Ricardo systern created from recreational, educational, and social services. Raysa Santos Mattad 148th Street.The I'he ',orison du people is organized around a Kong Tse library, an addition to central core, an interior plaza which has been the old building, is the carved out of the three lower levelsthe base- major focus for all ground level activities. ment, ground, and second floors. The plaza not Circulation routes to the various program areas arc only orients people in the building, to the high clearly differentiated. school activities to the west, the community ser- A mezzanine overlooking the central ground vices to the east, or the recreational activities level plaza gives access to all the community ser- below, but also leads them into the library, con- vices of the program. ceived as the major shared space of the complex. The high school starts at the third floor and Temporary structures, to he located in the lobby occupies the rest of the building. A new gymna- area, provide people with access to amenities rarely sium has been created on the fifth floor, in the found in such neighborhoods: books, stationery, central space of the building; it is a dramatic crafts and gifts, newspapers, magazines, and architectural element which, together with the snacks. kll users of the complex from seniors to glazed library, make up the new addition to the toddlers find spaces designed for them at the old building. The gymnasium doubles as a ground level. Community Health The basement level, which islit from above Training Center and Crry Co E.t.a; E by skylights located in the building forecourt, is is accessible by the ARcHrrEcrukm. CENTER the entertainment level, containing the theater/ elevatorthathas Director been added to the Chis/aine Hermantrz ',orison du people. Associate Director Anthonv Crusor Assistant Director Daniel C. Dunham

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Watching architecture can be like watching televi- or the helicopter above. The new school must sion. The modern school and factory: education as serve the development of the physical. Bright assembly line, organized according to principles of white lights assure safety no less than long oper,.t- authority. The post-industrial situation denies the Mg hours and community programs. .1-he nearby need to train or educate and the task of the school traffic signals direct the movement of the city and becomes the transmittal of information. The text- become its order. Some materials possess physical book subverts the . Theschool of the future qualities well suited for providing security, will he no more than a transmitter: the classroom longevity and improved maintenance. Making a will be replaced by the broadcasting booth. better school building is like making a better sub- Buildings can act as fax machines and the xerox way car. Building a new school on the site of an can be the space. There is no context, only a con- abandoned school indicates no more than archeo- dition. The site is located at the intersection of a logical coincidence or bureaucratic insistence. pale blue color, the sound of a siren and the flash- Building upon an empty masonry shell allows the ing lights atop a car. The social program con- artiScial exaggeration of the vertical dimension: tained is more important than the description of the building in the city is inseparable from the his- its container. The difference between the large and tory of real estate. In that the ramp registers a small school is one of size. Harlem is a name and recognition of the handicapped, the escalator architecture can be a verb. Direct means of evacu- acknowledges the dexterity of the shopping mall. ation to the suburb is as critical as to the hospital. .1-he new school demands the electromagnetic as the nineteenth century schoolR. TH required light and air: connection HAN Ti to the ground plane is no more:TWEE E. HAF than that to the utility line belowDIF)r-C---.

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khLEPI GRETT 1010 STEELE CARLOS WOLOVIK

floors, the bar of the IIis occupied by a two level library and media center, a student lounge, a parent/adult education room, and a multipurpose room. Stairs, ele- _A I! :5 \\. J u vators, and bathrooms will he grouped in service columns on both ends of the crossbar. In the cellar concrete slabs will he installed to create aU- shaped mezzanine for the health 01: and social service facilities. Exca- ` vation will be completed to pro - I 7=. ( I side space for the senior citizen Cr I center. The columns below the

?;,.....-_,'; ...` ,. 17-,1,,m----rif--q-. central hall on the first floor will j '-1 7..1.?,,;= 7'F.3 r.: I-, 1. 4,---r.-...... _.-4-x. ..:, ,),---4.7.- ,,..0 rg\ ...i.;CL''' r011 lill 9 , : -..,, 1 .c. i,,,i,.!..hel he replaced with girders. beams, .111,11 lini '' and new columns on the sides. 111P;:illn, II II !caving a large hollow core. With access from the school and from 14-th Street, it can be used for community assemblies and as a separate theater and gymnasium. Building access will be from The exterior shell of the building, a fine example /Itl7/'eetal'r Ilea' both 147th and 148th streets. of the artistry and craftsmanship of the early The main entrance to the school 1900s, will be preserved. The original interior and a ground level entrance to the community scheme of rooms connected by corridors, however. faCihrieS will face an open outdoor space between will be replaced. Instead, the crossbar of the H will 148th and 149th streets. This open space inter- represent not only the physical, but also the func- sects \vial another pedestrian thoroughfare created tional connecting space of the building. The first by joining the rear courtyards of neighboring floor consists of the lobby MK! a greenhouse which buildings, and extends through the block to meet link the early childhood and infant/toddler areas the open space in the Dunbar Apartment com- and open onto a private playground. On upper plex.

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HARLEM CARLO: WOLOVIK FRANCIS L. TURNER ARCHITECTS

Design Concept Thex.ery scope of the project demands the alter- Principal entrances to the com- ation of the existing school to accommodate the Francis L. Turner, R.A. 'nullity facilities and proposed educational/community center which Project Architect the high school. will be much more than a recall of its past role. By Joseph Fenton Byplacingin encouraging public use of its facilities and estab- Nicol -firmer physical conjunction lishing a distinctive architectural profile, the Lisa Thomas parent/adult education design will enhance and complement the proposed Arup Das facilities,the high surrounding development. Henry Udoye school, and the health/ Steven Jung social support facilities, Building Design Robert Shtick this center would facil- The design of the building conforms to all applic- itate and foster the able building codes and zoning considerations: involvement of allcitizens; educational, cultural, however, approval by the appropriate City agen- and athletic activities will give parents, students cies will be required for the new bridge/crosswalk and senior citizens a sense of participation in an linking the reconstructed existing building to the entire community. This would be a place for ser- roof garden level of new facilities built on the now vice, a place for learning, a place of pride. vacant lots. The West 147th Street courtyard will serve as the entrance to the toddler/infant and early childhood center located on the first floor, as well as to their controlled outdoor play areas. The West 148th Street courtyard will allow for separate

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FAISTINt; NI IGIIIIORiiUOUCON 11..X Nlid- .\/arms ltveiv ter share this park, and block 11-plan school between 14th and 148th lichee/ A. Manfirdi are connected beneath streets in hiarlem. Across 1.48th Street is a vacant the plaza by the audito- lot which is the site of a proposed park. rium and gymnasium. PRoposAi.: Nlodif\ the existing school building The agora, as the center of activities for the school for the creation of an agora/park that is defined by and community center, provides space for multi- rWO small-scale buildings, the high school, and the ple uses, creating an improvisational, educational community center. The park extends across the and cultural center. It is visible front all sides, and street, reinforcing the proposed park at 148th round-the-clock use creates a safe "heart" for the Street. The new high school and community cen- community.

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SITE Sunset Park. on the western edge of Brooklyn, is an ethnically diverse neighborhood with a very larg Hispanic and growing Asian popuhtion. The New Schools for New York site encompasses four basically flat lots, rectangular in assemblage shape (100 x 200 feet), bounded On the west by occupied residential buildings and a women's center, On the north and south by 51st and 52nd Streets, and on the TASK ARCHITECTURAL PROGRAM Architects were asked to design an east by Fourth Avenue. a major DESIGN A NEW BUILDING OR traffic thoroughfare on which a elementary school for 350 stu- COMPLEX INCLUDING AN ELEMEN- number of the communit's dents in pre-kindergarten through institutions and services are TARY SCHOOL FOR 350 CHILDREN fifth grade and a new library with located. The Sunset Park branch AND A PUBLIC LIBRARY. space for 50,000 volumes and of the Brooklyn Public Library seating for seventy-five. The new currently sits on one end of thissite. The study library/school was to include all-purpose rooms, meet- project envisioned the demolition and replace- ing spaces, and a media room, all of which should be ment of the existing library building. Architects accessible for use by the community. Architects were to were also given the option of including the site assume that both the library and school would be very (and building, if desired) of a warehouse across heavily used by the community for a wide variety of 51st Street frIni the main site. The warehouse site programs. In designing for two active institutions to be measures 60 x 80 feet. combined in a single building or complex, architects had to consiNrissues of circulation between the library and the school, so that each could be kept secure, and evening and weekend accessibility to community spaces in the complex. Considerations of sift:, massing, scale, openness. in addition to the civic presence of both the school and the library were important concerns to the community expressed during meetings to discuss the project, ts were the layout, sakty warmth, and brightness of the spaces within. C

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The aim of the proposed design is to open the Victor Caliandro Sunset Park is one of many building and its educational, cultural, and recre- Peter Bafitis neighborhoods which front ational programs to the community. This has been Brett Lafi'ing on Fourth Avenue. The accomplished bv: Buccare /la avenue carries a series of Setting the mass of the building back from Patricia Mc Cobb schools, public libraries, Fourth Avenue in order to create a park /play- Chia-lin Tsao courthouses, fire stations, ground visible to all. churches, and other com- Locating the gymnasium and auditorium munity-related cultural and civic buildings. The under the raised park/playground and providing Sunset Park Community School and Library is separate street entrances for each. part of this urban pattern. It differs, however, Combining the public library with the school from the other buildings by presenting a play- building so as to both reinforce the importance of ground/park and public plaza as its primary urban the library to the school and identify the library as image. The architecture is supportive of this by an important part of education for all ages. A sep- deliberately avoiding a classical and monumental arate street entrance is also provided for the library. presence in favor of smaller scale. These are inten- Separating the pre-school/kindergarten center ded to relate to the more residential character of from the main body of the school and providing it the side streets and the three to five-story mixed with its own playground/park, indoor play space residential/commercial character of the buildings and greenhouse/nature center. This will enable on Fourth Avenue. The predominant building educational and support programs to be scheduled material would be brick and brick tile, in keeping separately from the main school/library building. with the traditional materials of the neighbor- Providing for display galleries and special hood. Contemporary materials, glass, steel, and education/multi-purpose rooms for use after hours metal panels are also introduced to provide visual and on weekends by all members of the commu- relief, as well as changes in texture, throughout the nity. These are provided with separate street building. entrances to both buildings. The educational purpose of the school is rein- Providing ramps throughout, so as to make forced by the intimate scale of the buildings, by all parts of the school and playground/parks acces- carefully grouping classrooms and supporting sible. The ramps within the school buildings can functions, and by reinforcing an easy sense of also serve as primary encounter/exhibit spaces. movement throughout each building. This should Restricting through-traffic on 51st Street by be a school where the motivated student can creating a public plaza. Itis meant to invoke a return on evenings and weekends for cultural and more traditional use of public space (by the pre- recreational activities, and one where parents can dominantly Hispanic community) to house come to share and learn as well. exhibits and an outdoor farmers' market on weekends, md to help link the r,vo school buildings. This plaza serves also as the principal entrance area to cli school buildings and support facilities. Fostering, an active sense of security by raising and enclosing the playground/park, having all public exterior areas visible from the school and from the street, and providing gates and fences which can close off the school functions from the open community uses.

SUNSET PARK CALIANDRO ASSOCIATES First floor plan

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SUNSET PARK J. r CALIANDRO ASSOCIATES CALIANDRO ASSOCIATES II

The school is organized Cthtina Fintreci dren can meet their friends, parents, teachers, and around five building'Chia-/in 7sao administrators. -blocks." These repre- VictorCa liaudro The area which bridges 51st Street can serve sent different activity as an enclosed piazza but during school hours may groups and consist of: classrooms, library, admin- be divided into two or more art/science class- istration, IttiKhroom, gymnasium, and audito- rooms. It can also be utilized as a flexible, semi- rium. The building blocks arc joined by a com- public area devoted to art shows or group activi- mon space which is parallel to Fourth Avenue. ties. Because itis adjacent to the auditorium, it By means of the organization around the can also serve as an integral part of performance building blocks, the school is meant to become a and viewing space. This area is glass-enclosed in part of the neighborhood and to be suggestive of order to heighten its sense of public importance daily life in the city. To this end, the classrooms on 51st Street. are grouped into a residential scale building. In Four open spaces/play areas are interspersed order to reach the other blocks, students must on different levels of the building and can be used leave the home-like classrooms and walk along the by different groups of students at different times common spine. of the day. The common spine is thought of as a dynamic, bright, and safe indoor street or gallery which looks out over the play areas. Along it chil-

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SUNSET PARK CALIANDRO ASSOCIATES II RANDALL J. CUDE + DUKE BEESON

A schools images, scale, work and play environ- dent and school encouraging learning and creativity. ments, and classroom intimacy are critical to the The library occupies the position of the current development of a child's capacity to learn at the warehouse, which we propose to demolish, on the elementary school level. The creation of a library corner of 51st Street and Fourth Avenue. The embodying civic dignity as well as encouragement school and library are connected by the play- to scholarship is equally important for a neighbor- ground bridge. A physical link to the street is pro- hood. For this neighborhood in Sunset Park, the vided by a steel arch extending from the bridge to integration of school and library into a single com- a pylon on the Fourth Avenue median in from of plex is a primary concern. the library. Within the library, the reading room rotunda becomes a setting appropriately scaled for Concept the pursuit of knowledge by neighborhood resi- The school is set within the full city block. The dents. Public meeting spaces, for after hours use, exterior areas created for play, the sandbox court- are in the basement. yaRI and steps, rooftop grasslands, and the playground plovide infill connections of activity between discrete sculptural building elements containing precise activities. The rounded, encom- passing shell of the main building's circulation well, the spiked gymnasium asking the student to question the scalar relationship of objects played in and those played with, and the cafeteria pavil- 'on, a place to eat lunch while fantasizing about giant toadstools and hollow treesthese spaces all provide the opportunity- for a bond between stu-

Cam/ruction The complex would be constructed using cast-in- place concrete structures, slabs, md shells, with exterior facing of skimmed cement plaster and brick. A clear and colored glass and metal curtain wall system sheaths the gymnasium and the administrative wing. Interiors are of sheetrock apd are fully sprinklered. A zoning variance is required rr to build the design in its current configuration. 9

SUNSET PARK RANDALL J. CUDE DUKE BEESON CURTIS, DOERN, GINSBERG

Our proposal sites the school along Fourth Avenue between 51st and 52nd streets and the library across 51st Street in the existing warehouse building. Fifty-first Street has been narrowed and trees have been planted to create a campus green space between the entrances to the school and the library. Together the buildings create a learning center which serves the Sunset Park neighborhood. Shared exterior and interior spaces allow for community interaction at street level and within each building. The library spaces wrap around a central atrium, caned from the existing structure, with views to the community campus and school beyond. The ground floor provides community exhibition space. Classrooms and adjoining play spaces stretch out along the south side of the school, thus receiving ample light and ventilation. The design provides individual classroom entrances with display cases for exhibits. Setbacks create intimate exterior play spaces for younger children, a school garden, and a general play space. Administrative offices are positioned near the main entrance, encouraging interaction among administrators, teachers, students, and parents, and providing.a lookout for administration, maximizing safety for school and community activities. Children move through the school in expansive hallways and egress staircases with glazed exterior walls, maximizing awareness of the playground, community campus and rooftop play spaces. At the top floor the stairway opens to a bridge span- ning the street and linking the school with a combined children's and school library. Views from Pla)gmund renpect IT the bridge extend past the Gowanus Expressway to the R. Darby Curtis New York Harbor. fidia I)oern Mark E. Ginsbew

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A school is a place where members of the commu- by the classroom bar (whose metaphor and scale nity can gather to learn from each other and the are derived from the neighboring brownstones), world around theM. Typically, urban schools are and the publicly accessible programsw.alito- fortress-like buildings which appear to be defend- rium/gymnasium, and public library. This organi- ing themselves from their context rather than zation enables the child to relate to the "space," as embodying it. By reducing the size of the school well as the context. The secured play area is ani- and creating an inviting appearance, schools can mated by the stoops, which act as bleachers, and become the civic centers they are meant to be. the playground equipment. It is our objective to create a building that It is the overall sense of openness that this associates itself with the community and provides design promotes which we hope will encourage a sense of place. Due to the dense urban nature of community participation in the numerous activi- the site. an open green space was designed to act as ties of the school. the forecourt and playground of the school. The playground becomes one of a series of green spaces already existing in the area. This space is defined

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BEST COPY AVAILABLE DAVID J. GILL

The intention of New Schools for New York is to library, and gym, as well as a courtyard and entry propose building forms that could help to broaden lobby. The center hand is overlooked by glass and enhance the mission of New York's public enclosed corridors in the classroom block and win- schools in the face of crisis in the lives of the chil- dows in the other spaces. dren who use them and the neighborhoods they Part of this project is a recommendation that serve. Schools in an urban context are typically the public library called for in the program be organized in a single economical mass traversed by housed in the loft building located on a portion of a web of dark corridors; each room in the build- the given site. ing, regardlzss of its place in the life of the school, is represented by a door in the corridor. The intention of this project for an elementary school in Sunset Park, Brooklyn, is to offer a building that is made more meaningful by being more easily comprehensible and psychologically accessible. Toward this end the school's programmatic parts are organized on the site in three simple bands. The classrooms are contained in a four -story block fronting on Fourth Avenue with a playground on the roof. A narrow band at the hack of the site contains offices, service areas, and unique smaller spaces including the art and science classrooms. The largest hand at the center of the site contains all of the communal/public spaces including the lunchroom, auditorium,

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SUNSET PARK DAVID J. GILL SHARON HAAR, MARA GRAHAM DWORSKY

We believe that a school should serve as a fulcrum between the classrooms. More intimate interac- foror mediator between the participants in tions are nurtured by the shared work spaces and several significant relationships: those binding the washrooms which dissolve the walls between class- child to the school, the school to the community rooms. The teacher is demystified as she shares the and, ultimately, the child to the community. Our same work space as the child. The sink lets a small objective is to nurture the ideal realization of these child reach it but also marks her growth with the relationships by creating specific spaces for the rit- event of being able to reach it from the floor. It uals comprising them. acts didactically in choreographing the run-off The library is sanctified yet accessible. The water in order to express the usually hidden tech- stairs and carrels nurture the relationship between nology of drainage. a person and a book. The library is a monument The gutted warehouse has been treated as an comprised of book stacks which filter the light artifact of the city in which the child can play. that reaches the school as education disperses the The sense of self which the child will develop in light of truth through the filter of knowledge. the school will allow her to approach the "other" Interactions between children of different of the city withinnerstrength, and even, as the ages are facilitated by the widened corridor playhouse/warehouse suggests, with laughter.

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Hunter (*whore The project also maxi- Shih-Ming Kao mizes certain features Mario l'orroella which urban schools fre- Georg Metzger quently lackabundant Stephen Friedlaendo- natural light and out- C;nneron AfeNall door play spaceand Vassilios Valaes promotes community Cindy Alahong access and identification. The elementary school spaces occul)y the second and third floors and are organized along a two-level interior street which connects to the children's library and auditorium. Vertical openings between floors, a linear skylight, and glazed corridor walls bring in day- light and open the school to view from the street. A community mural wall in the four-story light- well and niches along the interior street provide locations for artists working with community groups to integrate an on-going record of community names, images, and events into the daily life of the school. On the exterior, the pedimented facades unify new and existing buildings and create a distinctly urban image. The buildings' massing and mix of materials echo the odd juxtaposition of existing structures along Fourth Avenue. Rooftop enclo- sures. lighting, and communication equipment add to theneighborhoodsrich roofscape. This project explores the ,:ombination of a small elementary school and a public library and the potential for adaptive reuse of a building on the site. The school occupies the long. narrow site between 51st and 52nd streets. The library is housed in the renovated warehouse. This separation is appropriate to the two distinct and some- MTh ,'. AM times conflicting programs. Each of the school's I VIM main components has its own entrance and drop - mnkW1111 ininaI MI off point along Fourth Avenue. As required by the EmuNMI' :\-1..111in program, the kindergarten/day-care and outdoor MOM §, 1111111 'L. play areas are located on the ,t.:,:ound level. InTIMIENV Underground parking and delivery minimize the 111:11709VIMIT' school's impact on the neighborhood. VI' utilitalI

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Bruce Lindsey This building is a composi- Paul Rosenblatt Lion of simple, knowable, block-like objects connected to a big wall. The wall, which contains the main hall for the school, is the backbone of the complex. It unifies the three central activities of the building: study in the central classroom block, recreation in the southern assembly block, and reflection in the northern library block. The two ends are solid and protective, acting like surrogate parents for the day. The middle block, representing the child, is clear, flush-glazed and fragile, acting like a huge kinetic billboard, exhibiting the energy and activity of the school to the community. Itis both exuberant and introspective. Together the blocks create a stable, family-like structure forming a solid architectural foundation for the growth of the community.

The Classroom Learning needs are addressed within the classroom by providing an area for both large and small Schools began with a man under a tree, Avonoweirie group instruction. A low wall creates two areas in a man who did not realize he was a the classroom, one active, the other reflective. The teacher, discussing his realizations with a few others teachc. desk sits on a turntable which straddles who did not know they were students. The students the wai. Rotating the turntable allows the teacher reflected on the exchanges between them and on how to choose between a secluded reading area by the good it was to be in the presence of this man. They window or a public podium from which to teach. wished their sons, oho, to listen to such a man. Soon, the needed spaces were erected and the first schools

carne into existence . . Louis Kahn

SUNSET PARK LINDSEY,ROSENSIATT ASSOCIATES GEORGE QUERAL

The main consideration of this project, one which has political, social, and educational, as well as architectural aspects, is the child and his or her kl)MIN IS TRKII,N1(.011n,P 1 T1 AuS /APART SEC'? E cultural education both as individual and member {If c6 Tr:RE.0 1Y nAt cLASC Roelir of society. We are all formed subject to our culture, and our ability to function depends on our "place" within it. Culture can be said to be made up of two factors: society and knowledge. Society is the system in which all values, structures, myths, etc. are contained. Knowledge can legitimize or delegitimize society's makeup. The more free- flowing and available knowledge is, the more it becomes a critical tool with which to judge and transform a society. And yet even knowledge itself needs to be seen from a critical standpoint, a reference from which it can be taken from the level of abstraction and used or rejected in real experience. Culture is then redefining itself constantly as an object-subject relationship continuously changes into a subject-object relationship and back again. To survive and grow into a healthy adult, the child must he given the way that will place him or her between society and knowledge, belonging to Conceptual sketib Architecture can represent this and free of both, for it is only in that place that we idea via metaphor. In this pro- an be full human beings. ject forms and their interrelationships are used to try to embody an idea of culture and coining into being. The school has been given three main forms, each incorporating the main elements of the program. These are: the administration/community center, placed together as they represent the adult world both outside and inside the school and so the "system" the child must deal with; the classrooms, representing the child to be filled; and the library, where knowledge resides. This first reading can lead, hopefully, to a more complex series of readings where the metaphor of coming into being can grow. The attempt has also been made to create an environment which celebrates its function and inhabitants, giving a sense of place and autonomy to the students, teachers and community.

SUNSET PARK /// GEORGE QUEPIAL SONNINO/WONG STUDIO

In designing a new school Patricia Sonnino configuration is crystalline in form, a symbol of for Sunset Park we address Janine Wong structure and growth, and provides more private certain dualities inherent in places for work and study. Each crystal consists of contemporary conceptions of school. The school two large classrooms flanking a shared room for building's purpose of providing the environment crafts and computers. The thick walls wrapping for educating our children is now expanded to the classrooms provide storage for books, comput- include the community and to provide a public ers, teaching aids, etc., while keeping the room forum where both school and community issues itself uncluttered. can he addressed. The building should reflect the The work/play relationship in educating school's public and private nature. children, especially kindergarten through fifth The ground floor consists of offices and meet- grade, is most clearly manifest in the roof design. ing rooms for principal, teachers, and staff The roof is a city in miniature with its tree and arranged around strongly figured public spaces sculpture gardens, playgrounds, experimental gar- that form the core of the building and provide a dens and greenhouses, observatory, and outdoor forum for school and community meetings. theater. More than a play area, it is a place to learn On the upper floors, the core of figured pub- about earth and sky, plants and stars. It con- lic spaces function as play and meeting places and tributes to a balanced learning environment by become landmarks for the "neighborhoods- of acting as the interface with nature within its urban classrooms that frame them. The classroom setting.

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SITE Washington Heights is a densely populated, pre- dominantl Hispanic community in northern Manhattan. Schools in the community are extremely overcrowded; in 1990 more than 7,000 neighborhood children were bused to schools in Harlem and the Bronx. Others attended mini- schools, temporary structures built in almost every schoolyard in the area. The Board of Education plans to build a number of new elementary schools in this district. but there are not enough appropriate large sites to match the size of schools the Board projects. A TASK ARCHITECTURAL PROGRAM

survey of the area, however, shows aDESIGN ANEARLYCHILD- Architects were asked to design an variety of small sites, including early childhood center that would HOOD CENTER ONA SMALL vacant lots and parking lots, which accommodate a health clinic, infant could be potential locations for newCORNER SITE and day-care areas, and 200 pre- schools. The New Schools for New kindergarten through second grade York site, at the northwest corner of 172nd Street students. Spaces were also to he provided for commu- and Amsterdam Avenue, is comprised of two lots nity meetings. The small site required the architects to with overall dimensions of 79 x 100 feet. address, among other issues, the problem of how to provide appropriate, accessible play space for young children, with the possibility of taking advantage of Highbridge Park across the street.

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Mobile Al ini-1 nstitutions Models and inspirations to be found on the streets have its own headmaster and staff. 2. Each sub- of New York: school buses, mobile post offices, school will have three pairs of school vehicles, newsstands, street vendors' stalls. thereby accommodating 72 students. 3. In addition, an affiliated day-care/infiznt center is pro- RlaGile Alini-Schools posed. This section would not operate mini-school 1. Each vehicle accommodates classes of twelve vehicles as the children are too young. 4. Some students. 2. The vehicles would make possible a facilities would be shared by the sub-schools and variety of learning experiences: while parked in the the day -care center: a kitchen and a small cafeteria; school headquarters building; outdoor classes and nurse and physical education offices; and a small play in parks throughout the city and beyond; and library. 5. Future expansion is possible south along class trips to various cultural institutions and other Edgecombe Avenue or north along Amsterdam sites. 3. Learning through live first hand experience Avenue. would be promoted. 4. The school vehicles can operate in groups or individually. They are self- A Playground for the Community sufficient, each containing a restroom and com- 1. The roof of the school headquarters would puter work area. 5. Desks and chairs can be folded become, together with Highbridge Park, a stage for away to provide larger open spaces for play. 6. communal events and activities, such as festivals. Sliding side doors can be opened to allow fairs, and outdoor athletic activities. It would also indoor/outdoor connections. 7. Pairs of school serve as the school playground. 2. The playground vehicles can be connected to create larger com- and park would he made accessible to Mini- bined classroom space while the vehicles are School vehicles by a ramp off Amsterdam Avenue. parked in the headquarters building or outside. 3. The school building also becomes a base that supports the communal theater and hall. 4. The /obi/e A Mil-Oink and Alini-Library tliater would serve as the school auditorium and 1. The clinic and library vehicles would move would also stage formal cultural and political through the neighborhood streets setting up for events (plays, concerts. debates, and lectures) for business in a variety of locations (sidewalks, park- the community. 5. The hall would serve the ing lots, parks). 2. The clinics would bring med- school gymnasium and also house indoor enter- ical services (pre- and post-natal care, emergency tainment and athletic events for the community. treatment) to the streets and homes of neighborhood residents. 3. The libraries would provide Some Comments about the Site access to computer and telecommunications I. The Highbridge Park location was chosen equipment in addition to distributing knowledge instead of the given site on 172nd Street: a. so that in a variety of forms (books, audio/video tapes, a layout that better accommodated the Mini- computer disks). 4. A hospital and a main library School vehicles could be used; b. so that the Park would serve a headquarters building from which could be better engaged as a part of the School the fleets of vehicles would operate. and the community. 2. The proposed School building would slip into a space that is at present A School Headquarters fin. 1r,tshington Heights not particularly useful. 3. Itis proposed that the 1. The proposed building would be divided into 172nd Street site he used instead for low-income four sections or sub- schools. Each grade will have housing; this would he consistent with the existing its own offices, assembly area, lounges, and residential typology of Amsterdam Avenue and ITstrooms. It is proposed that each sub-school will 172nd Street.

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WI,SHINGTON HEIGHTS HITOSHI AMANO DANIELA BERTOL AND DAVID FOELL

tin Elementag Schoo /fi. Washington Heights Although this site and program are small relative The design of the facade is meant to give the sense to New York City standards, we believe that oui of warmth and familiarity that is desired to proposed school will prove to be an important encourage the participation of the neighborhood contribution to the education of children in a population. Forms and materials having historical neighborhood so > :riously lacking in educational precedence in scholastic architecture are used to i tics. it is our intention that this he a -neigh- elicit associaticr, with established institutions of borhood- school: the type of communal facility learning. The building envelope follows the usual that is familiar to all residents of the areawhere constraints of this typical early twentieth century the students all live within walking distance neighborhood; the facades come right out to the where working people can come at night for edu- sidewalk line and are equivalent in height to the cational or social activitieswhere local residents adjacent buildings. We hope the architectural can come for health servicesand where young design will work harmoniously with its neighbors. working parents can leave their children in day- rather than imposingly as many architects and care. school departments have done in the past.

WASHINGTON HEIGHTS DANIELA SEATOL AND DAVID FOELL First. second. and thirdifineeth floor plans

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the entry, toilets, teacher storage, and cubbies. In addition to the schoolhouse this design contains an infant/toddler center, a health clinic and community-use spaces. The schoolhouse is entered from 172nd Street. The first floor contains administrative offices and the infant/toddler center. The - - -- C45!"0001EntryPCSpOCIIVO north section of the ground floor contains the health clinic, a totally separate function, with its own entrance off Amsterdam Avenue. The second floor contains two large kindergarten classrooms, a playroof for the kindergarten, and the school library. The first and second grade classrooms are on the third and fourth floors along with the special purpose classrooms. A screened playroof is provided for the first and 3rd/4th second grades. The lower level contains the support functions, including the lunchroom and kitchen. A large meeting room intended for community use is Schools are for children. Clockwise /;olio top hji: cro. Mellon()liking root. also located on the lower level The most important ele- l'hISSrooirl rnt7T pelyee i re. tI rtbfint rtlr floor plan. where it can be used in conjunc- ment in the design of and west elevation tion with the lunchroom/kitchen anv schoolhouse is the space in which the children as required, or used by the school as a rainy day spend most of their time. namelythe classroom. playroom. The fifth floor, containing the balance This schoo!house, accommodatingthe kinder- of the community-use facilities, would have con- garten, first, and second grades, is designed on a trolled access. 15' x 30' module to provide a flexible response to The mass of the building has been articulated the varying size requirements of classrooms forthe to relate to the heights of the adjacent buildings different grades. I'he classroomsizes can be either on 172nd Street and Amsterdam Avenue. The 30' x 30' or 45' x 30'; if a special need arises a facade is of masonry with punched window open- small unit of 1 x30' can also be created. In addi- ings. The walls of the ground floor and the stair tion to the actual teaching space, the 30' x 30' tower would be glass block to provide a strong module contains classroom support spaces such as visual connection to the community.

WASHINGTON HEIGHTS IREZAYAIR REZAVAR ARCHITECTS MARTIN DELLA PAOLERA

ATRIUM SCI1001. Aesthetic Qualities The forms arc abstract, geometric, simple, trans- `r /an qualities parent, and anti-decorative: the building is made Conforms volumetrically to existing neighbor- of primary forms and colors. hood; clear accessibility: pedestrian and vehicular; tight security and easy control The Proposal Academic units cover 14,000 square feet. Each Spatial and Functional Qualities unit is 24 x 24 square feet. Five units per floor Design offers: spaces which encourage diversii'cd may be combined to form larger spaces. Use of outdoor and indoor activities; academic spaces vertical and horizontal surfaces is maximized, for open to light, ventilation, and outdoor views, hos- example, window frames used for transparency pitable to long hours and intensive use; non-acad- projects, planting. An open classroom arrange- emic spaces which are introverted; circulation ment is preferred. which provides for intimate, protected spaces. Atrium and balconies combine 2,250 square The design maximizes and versatil- feet and 75,000 cubic feet. The atrium is the heart ity:identical floors allow vertical interchange; of the school. Its central space, including indoor modular spaces simplify horizontal flexibility; sim- court and hall, provides for: a performance area, ple spaces facilitate multiple uses the library circular amphitheater, grand play area, multi-floor doubles as classroom and workshop. exhibitions, and informal activity. Balconies form a perimetral corridor overlooking the atrium, and are wide enough for circulation, study. exhibits, storage, play. and informal meetings. The 2,000 - square -foot plaza provides a transi-

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amumwr school. It also serves as an introduc- mInlassanaaramin. tory space to the school and an out- reach to the community. A gallery provides shelter and shade. The plaza also contains a student drop-off and pick-up area, outdoor exhibition space, and an informal meeting area for parents, students, and teachers. The patios comprise 2,500 square feet of controlled and protected outdoor space, a solarium, gardening and play areas, experiment and art facilities, and places for social gatherings. A roof terrace gives a 3,750-square-foot area for outdoor recreation and gardening. as well as seasonal activities and projects.

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WASHINGTON HEIGHTS MARTIN DELLA PAOLERA MARK DEMARTA AND TED SHERIDAN

This proposal is about being a kid. It's about This auditorium is intended for large and small goofy ideas, having fun and being expressive. events s"ch as lectures, meetings, movies, dances, While attempting to address the issues stated in bingo games. An infant/day-care facility is located the program, our basic premise was to create a on the first floor with the outdoor play space. The place that will fire-up the imagination of a four- elementary school classrooms and offices are on year-old. the third and fourth levels. The fifth and roof lev- On one level this proposal tries to give the els which afford the best views arc used for the child access to everyday objects seen in the more social activities of eating and playing. urban/industrial environment such as a subway car, helicopter, freight container, water tank. On another level this proposal makes playful gestures to its surrounding environment. At one of the sidcyards the stair tower leans against the stoically symmetrical facade of the adjacent psychiatric At the other sideyard the building swings hack, forming a wedge of open space to allow light and air to the neighbor's air- shaft and creating an outdoor play space at grade. The spiral slide is an active sign post for the school and the helicopter functions as an observatory with access from the spiral. The hilly terrain of this neighborhood gives this corner of the site a nice view to the south. As called for in the program, this p ro posa I accommodates infitnt to grade two children. An auditorium and meeting room are provided for community use.

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WASHINGTON HEIGHTS HARK DEMARTA AND TED SHERIDAN MICHAEL C. ESPOSITO

The relationship of student and teacher must not be undervalued. The place where this relationship occurs should he carefully considered. When one thinks of Helen Keller's education, what comes to mind is not an institution but a teacher and a student in a dining room, in a living room, in a tree, at a water pump. I have attempted to make the separation of "school" and "outside life" less clearly defined. Why not read on a bench outside the classroom? Why notlearnabout George Washington Carver while planting seeds? Painting outdoors can be exhil- arating. When a science class is about weather, get out in it! Education does not end with school. It does not begin in the classroom. Itis a lifelong process, and a school should fed like an integral part of it.

As the cool stream gushed over one hand she spelled Second floor into the other the word water, first slowly, then planand elevation: rapidly. l stood still, my whole attention fixed upon the motions of her fingers. I knew that -w-a-t-e-r" meant the uynderfitl cool something that u'as flow ing over my band. That hying word awakened my soul, gape it light. hope, joy, set it five! Helen Keller

WASHINGTON HEIGHTS I." MICHAEL C. ESPOSITO HMFH ARCHITECTS

This project explores the possibilities of creating a Richard Oja natural light and outdoor small school for small children on a busy corner in Patricia Gill play spaceand pro- a crowded urban neighborhood. Its organization is Torroella motes community access necessarily vertical and obligates the children to George Metzger and identification. The ascend three flights of stairs every morning to Stephen Friedlaender building is organized reach their classrooms. Once there, however, they Suzanne MmHg around a five-story skylit arc always within one floor of all academic support atrium and features a facilities. As required by the program, the day-care community mural wall which xould be designed facilities are on ground level, as is the community by artists working with local groups to create an health suite and the staff lockers. ongoing record of community names, images and This project also maximizes certain features events. Access to all community facilities is pro- which urban schools frequently lackabundant vided from the main entrance and does not encroach upon school space. The rooftop play area serves the school and the open mezzanine serves the day- care center. The building responds to its location at the corner of Amsterdam Avenue and West 172nd Street by giving windows to all classrooms and the cafeteria. Respectfill of its immediate neighbors, the building terminates in a playful eve -brow cornice which both celebrates the freedom of the open corner and creates a vibrant image of school and community.

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The design attempts simply to provide the spaces .-i.rimoinetrle and elevations as required in the program, coherently and functionally. The building has been set back from the I r- property line on West 172nd Street to provide public/student open space. playground and per- spectival vistas with access from both streets. The terraces/play areas (oval, on second floor and square. on third floor) have been placed in angles, so that they ma be separated functionally and visually from the bulk of the structure and to give emphasis to the importance of play ;it pre- schools and the early grades of elementary school. Roo/and fourth floor phtm

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WASHINGTON HEIGHTS HYPOTENUSE DESIGNIDEMETRIUS MANOUSELIS KARAHAN/SCHWARTING ARCHITECTURE COMPANY

This new building pro- Beyhan Kanthall vides the Washington ,tii(phaiiie Reich Heights neighbo rhood with an elementary school and kindergarten, day- care center, health clinic and multi-purpose spaces fOr community use. As stated in the program, a small school for young children incorporating health care facilities may provide a supportive environment: however, the needs and abilities of infants of 2 months old to 3 years old may create a conflict of needs. In order to address this concern, two schemes are provided for the -5 and -10 loot levels. Scheme one includes a large meeting room visible from the continues to the roof garden, which is PerSpiTlire street to accommodate the whole school or larger covered with a protective screen for community groups. Scheme two delineates two supervised outdoor play. 'use health clinic is infant care classrooms at the -5 level. Both placed at the sidewalk level with a separate entry. schemes provide a lunch/multip,,rpose room The arrangement of levels allows portions of accessible from the ground floor by a ramp for the school to be closed off for day and night time lunch, indoor play or meetings. scheduling of different activities. By combining a Day-care classrooms are located at the +i variety of services needed by the community with level also accessible by a ramp from the entry. The a school of manageable sire, a healthy and sup- ramp terminates at the main level of the elemen- portive environment is created for the small chil- tary school and the library. An open stair connects dren and families of the neighborhood. the classrooms and offices to this level. This stair Classroom All classrooms are designed with a sink, storage and small cobbles for each child. A toilet is shared between two classrooms. The south classrooms have recessed openings while the east rooms incorporate a clerestory window. The arrangement of wall space allows fir open classroom and/or conventional classroom seating for the children.

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WASHINGTON HEIGHTS KARAHAN,SCHWARTING ARCHITECTURE COMPANY JEFFREY KIEFFER

This scheme is based on an extension of the urban fabric typical of old residential areas in New York City such as Washington Heights. The distinction in form between buildings facing avenues and buildings facing side- streets is used to formally structure the project. Offices, some meeting rooms, major stair access, and services are located behind a wall that reinstates the typical cast-west lot division. Classrooms, a day-care center, and a clinic are located in wings off the main wall. The main meeting hall is located at the site corner and can be converted into an extension of the interior play space between the kindergarten and day-care area at the lower level. This meeting hall and/or the classrooms will be used as lunchroom space. The convoluted walls create "eccentric" spaces which may inspire or allow the inhabitants of the building to find new uses for these areas. This notion of eccentric space or /1X0,10111CIIC becomes an entry gesture. This scheme both opens architectonic shift was discussed by up the westernmost classroom area to views of the the architect Herman Hertzberger inrelation to park and maximizes the exposure of the building his own school designs in his lecture to League envelope to southern sun. participants in the New Schools study project. CoNsTkemoN: Non-combustible cast-in- The convoluted wall is transformed in different place concrete flat slab and piers with colored ways to solve purely formal problems. At the porcelain on steel infill panels. library the motif becomes a skylight. At the inte- MEctIANicAt.: Conventional oil or gas-fired rior court it becomes the positive/negative element system, multi-zoned, feeding ceiling air diffusers. relating two wings of the building. At the Equipment on roof and sub-basement (not Amsterdam Avenue side of the building it shown).

WASHINGTON HEIGHTS JEFFREY KIEFFER

14.0) JOHN O'REILLY

lhe School ivy = good education An indoor garden/playhouse Lots of Ivy! Yeah! Yeah! Yeah! Up in the clouds The Space V'ho cares about architecture anyway? I)efined Iw a structural frame Turn on the music based on 2:7' x 2 "' x 12' classroom module and Let's Salsa! Jack and the Sisters of Salsa /f/ements Float within frame ground and interstitial space as garden

Structure Steel frame on-site shop-made molded plastic elements masonry service and elevator tower

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9 ALEXANDER LAWS

WR4NINGTON HEIGHTS ALEXANDER LAWS LEWIS AND GOULD ARCHITECTS

Washington Heights is a community in transition. A corner tower visually anchors this school to the Suspended between the affluent homes bordering site. From this tower radiate the wings of the com- the Cloisters and the northernmost reaches of munity and educational facilities. These wings Harlem, it is an area straining to assimilate its bur- embrace the internal communal facilities, audito- geoning population and create its own identity. rium, lunchroom and teacher's lounge area all This new school, and indeed the whole program under the rooftop outdoor play area. The tower of small community schools, will be a magnet for becomes the creative heart of the project. It con- vitally important local facilities. The issues which tains the art room, science room, and library read- are addressed architecturally in our project mirror ing areas. Its exterior fenestration articulates a the many levels necessary to lay the groundwork sense of excitement at what is happening withi for positive community growth. yet attempts to be playful and fun in its vocabu. The nature of any community in flux is lar because above all this is a school for the very change. The key, then, is flexibility. The class- young and for those new to the community. The rooms are situated to open both to each other and day-care center is the base of the tower as it to the indoor and outdoor play areas. The art and expresses hope for the future. science areas are double height to engage the wait- ing area for the health clinic and pull in natural light from the oculus.

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WASHINGTON HEIGHTS LEWIS AND GOULD ARCHITECTS MICHELE NOE AND ANNA THORSDOTTIR

This project is the exploration of a prototype: a around a play courtyard. A designated elevator mixed-use early childhood center on a corner site takes the public to the health clinic directly above. which could serve literally and conceptually as a If the corner site emphasizes the buildings impor- focal point in the community. The project pro- tance, the design reinforces the idea. Two stair gram could be any combination of child-oriented towers define the corner. The exterior wall is glass. community faeilities, in this case, a day-care cen- distinguishing this institution from its residential ter, health clinic. and elementary neighbors. The school's maim program elements Although different facilities share the first two occupy the corner spaces. with internal circulation floors, the corner accommodates MG entries with organized around them. A stacked lunch room a hierarchy of importance derived from the char- and special purpose classroom extend beyond the acter of the streets. The school is entered from the roofline of neighboring structures. At night, when avenue; the other facilities are entered from the the double-height indoor play area is used as a residential street. The day-care center occupies a community meeting room, the emanating light portion of the ground floor and is organized symbolizes the importance of learning. A one-story masonry base supports two -wings,- which contain the repetitive program elements: the classrooms. While the corner, or "tower" will always be the same, these wings can be adapted to other sites by changes of proportion, material, and fenestration. Use of the corner to organize the building's program and derive its image affords the flexibility to accommodate asymmetrical conditions and varied functions: this could prove useful in the selection of future sites.

WASHINGTON HEIGHTS MICHELE NOE AND ANNA THORSDOTTIR MICHAEL J. SACKLER

The small site at the northwest corner of \Vest expresses the distinction between regular and I-2 Street and Amsterdam Avenue allows for the irregular spaces as a metaphor for two types of most basic disposition of program elements. A learning processes: the hard, through hooks and double-loaded corridor runs the length of the site objective standards; and the soft, through freedom with vertical circulation at both ends. Three to make mistakes and creatively interact and entrances encourage free circulation at grade level. explore new ideas. The glazed areas signify the soft Tightly grouping the service stairs, elevators, rest approach finding expression in the library on level rooms, and lobbiesallows flexible planning for S. and on level 6 in the flexible indoor play and the remaining building. The building pulls away meeting room areas. from the walls of its neighbors, allowing light into the rooms on the north and west sides, and creating a small outdoor play area at grade level. The box-like massing of the building ensures maximum utiliza- tion of square footage. Pre-cast concrete panels inlaid with var- iegated glazed tile will adorn a basic structural frame. On the \Vest 172nd Street facade a glass construction cuts intothebuildingmass, inflecting towards the sun light on that south side, ind sym- bolizing the natural growth of young minds being cultivated within. The construction

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WASHINGTON HEIGHTS MICHAEL I. SACKLER DONNA SELENE SEFTEL

Solution This project is a study of support systems both /)ono,' Selene blocks but also explores ma ntaterial and metaphysical. Unstable pieces of the Peter Shiitoda (Japanese for "the space-in- prog,ram "leanWCeach other to make a struc- Tim Sebollaert between") created by their tur.dly sound synergetic school. Like a child's basic Steven Alt m interlocking relationships. building blocks. the various programmatic eh:- The school is organized mems of the "building" are piled one upon the around a central square courtyard with a ramp, other for stability and connection. If one block which is a safety net, pick-up-stick playground for Calls, the whole sVstC111 remains in an insecure the day-care toddlers and which will bring light state. Similarly, the blocks each hold one interde- into the site. All blocks sit balanced on a concrete pendent element of the community, such as: foundation wall which contains the public entry health care, day-care, family (parent's room), and lobby spaces. administration, teachers' rooms and classrooms. A large glass auditorium box rests at the back \ \'ith this SVStelll expansion and flexibility are of the site but is adjacent to the courtyard and can achieved by piling up more blocks and shelves as variously function as a gymnasium, a public meet- necessary. Recreational space is interwoven with ing room, and an even larger room open to the study and work space for emotional support. outdoors. Behind it in the existing courtyard of Finally, the school is not merely about these the adjacent buildings are two meeting rooms for 25 people each which can also he connected. A masonry slab on the street side houses the administrative offices, "open book" library, and teachers' rooms. This slab sits on the ground and laps over the art and science laboratory which opens on to the roof of the auditorium, now becoming an outdoor shelf for experiments, sculpture making or play. On the avenue side is the steel health care center. Cradled between this and the administra- tke slab is the "watchful eye" day-care center. Itis a soft egg-shaped space for infant play and a glass eye looking out to the park. The parents' room is the keystone between healthcare and school. The classrooms are on shelves that float out into the back courtyard on tall columns like a treehouse. Itis a "Maison Domino," as each classroom is a domino-like box with hinged panel inside to subdivide the space and make spaces small enough for just 12 pupils. The boxes can also be attached to enlarge the size of the clas.,- rooms. The small cubes are bathrooms, storage, and teachers' rooms. The leftover shell spaces are outdoor play platforms. I'h Inc Clark isolation room" hangs out of the cubic void, hovering above the courtyard.

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WASHINGTON HEIGHTS DONNA SF, ENE SEFTEL JENNIFER TATE

This is a building that would belong to the community. It houses a school, health and day -care facilities. community rooms, and an apartment for two voting teachers. '1 he massing is not overwhelming. While it tries to blend in to the surroundings, it distinguishes itself from the predominantly residential area. This building tries to promote conmmnal interaction around its immediate area. along with a sense of pride, focus, and the importance of culture.

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135'

WASHINGTON HEIGHTS JENNIFER TATE JOY SIEGEL/RICHARD METSKY

sch,m1 is a child's city COnt- One possibility, ts explored in this study. is to Cre- priscd of cultural, c rem i ve. ate a Millialtirlied City (or a city within a city) and academic experiences.I he cny's meaningis composed of diverse and discrete vertically orga- articulated through fantasies. Sisions, md discos - nized buildings. The use of separate forms allows cries of the child. This design study proposes tan- for maximum open space. light. and air, as well as gible architectural ideas responsive to evol\ ing the- Creating all ',Mir:late scale for the child. ories of education. The architesture should he The construction method for the school con- viewed as prototypical in process and capable of sists of two 1\ pc+ of components. First, a concrete adapting to \ arious urban sites and programs. frame is assembled in configurations responsive to The proposal is analogous to children's build- specific sites. Second, interchangeable infill ele- ing blocks in that form and composition are ments of light-weight materials (steel. aluminum. achieved through personal explorations and inven- and glass) are affixed to and inserted within the tions. kit of elements is provided, with potential frame. The infill elements exist as discrete forms. assembly and organi/ation diagrams..1-lie expressive of their function and time in place. The ills. arc Iiinitless. allos mg for continued espies- temporal (main\ of the infill elements enables the sums based on site. program, and individual architecture to respond to unknowns and uncer- destie. tainties in education. 1,36

WASHINGTON HEIGHTS )0Y SIEGEL RICHAAD METSKY ASSEISLEDCOMENTS

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WASHINGTON HEIGHTS ," JOY SUGELRICHAIM METSNY PROSPECT HEIGHTS PROSPECT HEIGHTS

SITE Prospect lb:iglus 1110 School is a large comprehensive high school that currently serves appioxi- [timely 2.100 students. Itis located on Classon A\ enue toss from Prospect Park and the Brooklyn Botanical Garden. one block from the Brooklyn Nluseum. Built in 1921. PHI iti has never been renmated or signifkantly modified and is 11055 in very deteriorated condition. To grapple with a very. transient student population high drop-out rate, and low achievement scores, principal Jerry Cioffi plans to implement a -house plan" and to reduce the overall size of the school in order to build relationships between students and teachers and TASK ARCHITECTURAL PROGRAM escape the anonymit of a large DIVIDE A LARGE HIGH .1-he architectural challenge for this school. ('ore administrative and acad- site is to give physical form to the sep- SCHOOL INTO FOUR emiL facilities will serve the entire arate identities of the four auto- school, while the academies will offer DISTINCT "ACADEMIES." nomous academies. The principal speLialiied education in business asked that each academy have its own skills, culinary arts, human services, and an honors entrance and self-contained circulation pattern in order academic program. Each of the houses will have a to reinforce its separate identity and function. student body or AMU( SOO ninth to twelfth Architects could choose to design a new building for the culinary arts academy, rather than locating it in the existing building. The large existing gymnasium will he used by all four academies. In addition to its basic function as a high school. Prospect Heights is used for adult education classes and by community groups. The use of house plans is a growing trend in New York City high schools. The degree of success of this approachof dividing large schools imo small schools which can truly function as separate communities will depend on the creation not only of appropriate programs for these schools, but on the successfid physical representation of' their separate identities.

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PROSPECT HEIGHTS ET ALIA ,1 1 FRADKIN/PIETRZAK WITH JAN GORLACH

Less formal, more playful Bennett Fradkin accessing each house. A cube containing new class- and human, the addition Jan Pietrzak room spaces for each house. engages in a dialogue with Ingrid Hustvedt Additional features include: new bleachers the old school, a solid sum:- With Jan Gorlach protruding from the gymnasium, a penthouse ture with a strong presence with special classrooms for the honors academy, in the community. The elements of the addition, meeting rooms, loading docks, a kitchen serving which is to he situated behind the existing struc- all houses, backstage facilities and support services ture, include the following: A spine. The spine in the basement. The auditorium is preserved for closes the U on each floor and creates both a con- community use. tinuous loop and a horizontal, single level division The addition builds on existing formal, his- for each house. A new entrance. This is a continua- torical, and contextual relationships between tion of the street and the community's access to PH HS, the park, and the Brooklyn Museum. the building. A cylinder or "vertical street" for Incorporating new thinking about schools, the spine gives the old building a new focus. The spine brings the community into the school and allows access to its five houses as well as to its shared compo- nentsthe gymnasium, auditorium, and outdoor areas. The building's horizontal division gives each house an equal relationship to these shared components. The loop configuration provides flexible internal circulation, and allows each house to experience elements of new and old. As the concept of school changes, so does the concept of architecture: Built forms should reflect social ideals. Adapting an old building allows a rich physical environment to foster new educational ideas and provide a focal point for community life.

PROSPECT HEIGHTS FRADKIN/PIETRZAK WITH JAN GORLACH DEAMER + PHILLIPS

The initial directive to diside this large U-shaped Pegg Deamer the program of the specific high school into tour smaller academies necessi- Scott Phillips academy to which they are tates in turn the need to bind these separate enti- ruff Rorantan linked. Above this level, the ties back together. Like a city made up of individ- 11.7//iiim }"oon identities of each academy ual homes, iilstitutions, and commercial remain distinct: this is indi- enterprises that are ultimately bound together and cated on the exterior by the rebuilding or the given civic identity by the public spaces, this high "knuckles" that separate each wing. school relies on its "public" indoor court to pm- The fourth and newly constructed academy makes vide the corresponding matrix. The programs of a larger court that extends beyond the boundaries the academiesbusiness. culinary. human Ser- of the indoor plaza. This outdoor space, currently vices, and honorslend themselves to this civic unused and residual, is animated by the surround-

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analogy in as much as tint floor 11,/,1 they both simulate the and ti/lhll""r Pia,/ (righi, cultural functions of urban life and provide, within the institution itself, specific community services. Thus. all of the functions that open onto the indoor court are those that serve the general institution and the community at large. On the court level, beyond these "cultural" functions, are the separate entries to and the administrative offices for the three ing circulation. And while spatially more con- ,:cadencies housed in the original building. These tained, it makes a positise gesture to the ctminiu- both support the general institution and identify nity with which it is engaged.

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PROSPECT HEIGHTS DEAMER PHILLIPS NANCY HITCHCOCK

westhonors academy, southbusiness academy. The missing wing is provided by the construction of a new culinary arts academy. One can imag- ine that this side of the square has been rotated out to address Washington Avenue. With this gesture a dining terrace is carved out at cellar/grade level and the existing cellar is reclaimed as a cafeteria shared by all academics. Additional new construction provides greenhouses and classrooms for the Honors Academy at This proposal addresses themes of identity and l'erspe, rive the penthouse level. Archi- community within the context of a four-house tectural attention has been high school. Two schemes of organization are focused on theentries and circulation cores of employed: eaca academy. Existing stairs are reused but new 1. Vertical or sectional organization which elevators and toilets arc provided for each house. distinguishes community and shared facilities These cores become recognizable exterior elements, from those specific to each academy. All school- signaling the separate entries and giving each acad- wide, night school and community facilities arc emy an identifiable communal space filled with located on the cellar and first floor. The day-care light and encouraging social interaction. center occupies the second floor to take advantage of a roof-top play area. 2. Horizontal or plan organization separating and giving independence to the four academies. The ideal expression of this organization is a squire in which each academy occupies one side. In this U-shaped building the three wings are designated thus: aorthhuman services academy,

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PROSPECT HEIGHTS NANCY HITCHCOCK OU BOYES ;ONG

The purpose of the design is to Chah-Fan On Fhe addition is sited so that the existing underuti- divide the existing Prospect Lee Bores lized basement receives natural light via a new leights High School into tour /ri,-.1/ecijong atrium, thus becoming an active space shared by -housesto help more children all members of the school.. curved form between succeed. the addition and the existing grassy play areas Proposed additions and alterations offer two facilitates a softer transition from the rectilinear primary entrances. The first is the restored existing mass of the indoor academic rooms. This area is entrance located on Classon Avenue. Visitors to used for gathering spaces such as cafeterias, an the administrati\e core for the lour academies and outdoor terrace, and the day-care play area/alter- to the auditorium will use this entry, desirned to school amphitheater. relate to the formal context of the Brooklyn Museum, the Brooklyn Botani,:al Gardens, and Eastern Parkway. The second entrance, created between the existing, structure and the new addition, is more community oriented and sealed to :,,,,, the pedestrian. It provides direct access to the 7;,----i-iILmeltn,--- hearts of the academies, the restaurant, the day- rommium..z._" , ., , care center, and the school store. 1-_...,Isatihu.:ni.,..-at rhe four academies are divided horizontally. !,;1kgailli They share the existing building and the addition. 5...ilw40,,mt_._ The addition houses a cafeteria, t-acult offices and .rx r (lyny rooms for each school. Vertical interaction oc.(urs between each house's hilt arv, faculty offices, and cafeteria service elements.

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PROSPECT HEIGHTS OU ROTES LONG BUILDING AND LEARNING BUILDING AND LEARNING Anne Rieselbach

Historically, the school building has been the ves- comparison of different building strategies that sel of hope thr the fture. When the Architectural reflected attitudes about plan flexibility and build- League set Out to stadv the architectural, social, ing scale. Where the public system sought new, and educational programs that shape our schools often large, buildings, independent schools fre- today, it was with an eye to tomorrowto exam- quently adapted existing structures. Admittedly ine how we have used and how we might better there are profounddifferences between the city's use these buildings that have public school system (with its We want to show by this building, with its the potential not only to edu- total enrollment equivalent tott'e'ring a/10i)- proportions, that the cate the young, but to serve a to the population of a good- dignity of the school master is rising in the wide sector of society. One sized city) and the indepen- world. ..1re believe that the existence of important way to understand dent schools, each function- government depends on the education of the the form of today's buildings ing as a totalh separate unit. people.... We uwnt the people, as they pass is to look back at the often While the exhibitions sepa- back and 'inward through Rivington Street to ambitious aims of the de- rated the two histories, this ask what public building this is. We want them essay combines them and sur- signers of New York City's to understand that this is a noble institution of schools. veys a small and representa- learning, and that people hair wisely expended At the outset of the New tive selection of schools that their money in earring SCh00111011SeS in Schools for New York design illustrate architectural taste prefi,rence to erecting jails. . .. It has been the and pedagogical theories in study project the Archi- wish of the school eicers to make it such an tectural League presented the development of school institution that all classes might be induced to -Building and Learning,- a design in New York from the send their children to it; they wished to draw the small exhibition illustrating a nineteenth century to the rich as well as the poor within it, so they erected cross-section of the city's present. a structure of which the son of the wealthy man public schools of the past 150 need not be ashamed, and that the son of a poor years in order to introduce THE NINETEENTH CENTURY man may firl proud to enter. Here the both are design study participants to In the first part of the nine- placed on a perfirt equality. and the road up the some of the physical and edu- teenth centum tot educa- oliame is as broad to the humblest child of cational concerns that have tion in New York City was a our ward as it is to the most liwored son of the influenced public school varied patchwork of private wealthiest citizen. design. .1.he second section of tutors, private tuition schools, otpu:A-ru)NOF W,\ RD SCI1001 NO..1.18'11; the exhibition, displayed and charity schools. The concurrently with the new designs produced for city's first public schools were influenced by the New Schools for New York, featured some of the schools built and administered by the private city's independent schools. Their buildings pro- Public School Society, founded at the turn of the vide a parallel history that ofkrs an opportunity to century.2 The early New York City schools see how these institutions shaped buildings to adopted the Lancastrian teaching system used by express and serve educational philosophies often the Public School Society. Developed by quite different from those that guided the pro- Englishman Joseph Lancaster, the system was gram of the public schools. organized around one teacher who conducted a Of particular interest for the purposes of the regimented class of several hundred students with New Schools for New York design study was the the assistance of a group of student monitors.

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NEW SCHOOLS FOR NEW YORK BUILDING AND LEARNING allowing a large number of students to be taught Ell,.I P.S. Rev/von Siren. gymnasium for drawing by the smallest possible number of teaching staff.' Manbaihm. 1854, ehTanon classes, and a piano for Glans was held in an open hail that often filled the instruction in vocal music.5 The shift toward indi- entire floor of the schoolhouse. Each floor of' the vidual classrooms indicated in the plan of P.S. 4 building was "nsidered a separate selm°1.1 A was fairly complete by the end of the century, as modified version of this open room, often the city adopted graded classes with separate designed with sliding partitions to divide the main Oollls.6 classroom and separate recitation areas, was used By mid-Cellttithe move toward free public in mid-century city school designs. institutions with a fairly systematized curriculum P.S. on Rivington and Ridge Streets was had gained momentum. Carl Kaestles 1 /'e tonstrutted inI 8'34, and replaced a school built Frolution of an Urban School 5rste,n: Neu. York by the Public S(hool Sot iety on the same site Lim 1-50-1850 documents the shift. In 1829, (Ht's. t,.:t). The building, -S feet wide by 101) feet only 3'.8 percent of children in school attended deep. at Wally housed three schools. The ground public schools, but by18SO the proportion had increased to 81.'7' floor contained a pi Unary schoolind the upper ....- I two levels contained separate boys' and girls' percent. Neverthe- gtammar ',hoots; calk was designed to accom- less only about fifty modate -00 to 800 pupils in the tomhined main percent of %Moul- lassroom .10(1 recitation areas. Innovations at P.S. age(' children t - included a (-irefully planned heating and ventila- tended any type of tion stem, tilt provision of a room above the school.'

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N! W SCHOOLS FOR NEW YORK RUll DING AND LEARNING

BEST COPY AVAILABLE The increased emollment in public schools and School on Flatbush concomitant reduction in the number of small Avenue0 By the time private schools can be attributed to several factor,. the Packer Collegiate Both Public School Society schools and city Institute (originally the schools were being created at a steads- rate. and Brooklyn Female Aca- with the merger of the two systems in 1853, the demy) was fOtirldCd by a basis for a city-wide system was firmly in place. At corporation headed by the same time state funding, which previously had William Satterlee Packer FIG. 4 Packer' (2ollegiate hwittele. been ay.,.ilable to all charity schools, including in 1845, Brooklyn had lOrale1,10)1 "trey elei.atron parochial schools, was limited to public schools. several public primary adfldion, b) left. This loss of revenue led some of the oldest schools and grammar schools. .Varolcon I db.:in f tight, 188"), al,11 Public secondary educa- 11,m:1 Orr., l'hapwan and Randolph in Manhattan, including Trinity and the Dutch 'far right. Nió,. /958 Church School (later renamed Collegiate), to tion did not begin until move away from their roots as church-affiliated later in the century with the opening of Girls charity schools toward a new constituency: Ugh and Boys High (the original buildings still tuition-paying students interested in a college stand). Although nationally many boys' college preparatory curriculum. preparatory schools (including the Columbia Asin Manhattan, independent schools and Grammar SchoolI-61; in Manhattan) were private school toasters had operated in the inde- (-minded earlier. Packer was among the first pendent city of Brooklyn since the first residents schools in the country to provide an academic cur- settled there in the mid-seventeenth century. In riculum, including college level courses, for 1-86 the private academy krasmus I lallwasone women. The school was created to provide educa- of the first secondary schools to be chartered by tional opportunities for girls and young women the Regents of the State Unkersity of New \ork. parallel to those at boy's college preparatory (The original building still stands as a museum itt boarding schools. Originally for both boarders and the courtyard of the public [rasnots flailI fill lo(ial students, Packer also offered tuition-free slots fig the top swdent at each Brooklyn public grammar school. After the Institute's first building (a square-set, red brick. Greek Revival structure) burned to the ground in 1853, architect Nlinard Lefever designed a new structure paid for by I larriet Packer in 110110'- of her late husband. The school, which reopened in 185 ,is the core of Packer today. In addition to classrooms and recitation rooms the Collegiate Gothic design provided laboratory small gymna_ sium, a library, .111(1 an observatory (1-1(.s. I-6). A (entcl piece of the original building was a vaulted chapel that has been in continuous use since the school's opening and is the site of frequent assemblies."

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5 1 NFW SCHOOLS FOR NEW YORK BUILDING AND LEARNING feT

1.16. Packer Collegiate Institute, first grade chbsroom. pbotograph February 1914

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FIG.7 P.S. 3-1, Samuel Leonard. lames Naughton (exten- [IC.8 P.S. 15, Simon Williams. 010 Dyre Avenue, sions), 131 Norman Avenue. Greenpoint. Brooklyn. 186"; The Bronx, 18-7 photograph 1922. 15. a New York extensions. 18'0. 188"--88, Norman Avenue elevation, 19.31 City landmark, is now a community center

A number of public schools of the second half of the nineteenth century in Brooklyn, the Bronx, and Manhattan still stand today. Many have been designated historic landmarks and illustrate the variety of architectural forms and styles in use.1" The early Romanesque revival style Is represented by a number of schools, including the brownstone (186') (Ftc.7).This early example of public school architecture in the Greenpoint section of Brooklyn was designed by Samuel Leonard. Brooklyn's superintendent of buildings for the Board of Education. The kali:mate flanking pavilions of the front elevation, as well as additions to the rear of the school, were designed by James V/. Naughton, Leonard's successor." A small schoolhouse, P.S. 15 (18') (i4(;. 8), that stands on Dyre Avenue in the Bronx reflects the residential scale and style of some of the small schools erected during this era in the more rural settings of the Bronx. Staten Island, tnd Queens.1' P.S.11 (1889 ( 9), also in the Bronx, was designed by George V'. Debeyoise, the superintendent of buildings for the New York City Board of Education from 1884 roi "ci`) and illustrates the mixed architectural vocabulary of this period of school architecture.' 9P.S. I I. George Orbevoi,e. 125" Ogden Avenue. //n. Bronx. 1889. additions in 1905. 19.W

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NEW SCHOOLS FOR NEW YORK IUILDING AND LEARNING Hs;. to P.S. 188. Li Snyder, East Houston between Lewis and EtIst .3rd Street. Alanhatron, 190.3 (first phase). 1904, rooftop play area. 1922

CONSOLIDATION AND CONSTRUCTION At the turn of the twentieth century, New York City's burgeoning immigrant population, as well as its increasingly inclusive education laws, spurred a great wave of large-scale school building. Architect C.B.J. Snyder, Superintendent of School Buildings from 1891-1923, originated a number of features and design strategies that we have come

LOassociate with the city's schools. 01 primary importance were: caged rooftop play areas (Fics. to-12.), which were incorporated in many schools in the more urban parts of the city; new plan

types; the reuse of standard building types liar sim- 1.1.II I ater designs rooftop plat' areas were incorporated ilar sites and enrollments; and features such as within the school plan slid', ,h PS. 85, 1 8-th Street fivnt auditoria and clinics designed not only fOr school ,Ifarion to Webster Avenues. The Bronx. with 11, open air play area mcmporfied within the top sari. 19,3,3 use but also to provide community services and continuing education fOr students and their families.' ' This role as the center of the community was symbolized by the schools' imposing architec- lit.. LI1.01011, arten plan 10,3,1 he Bronx (.1mtlar to tural style, often rendered at a grand civic scale 85 from Ilaoison (IF. particularly in the case of the city's new public floblitn. S. Imol Buildings col

highNChoots designed during Snyder's tenure. I "dav and . p .251r

NEW SCHOOLS FOR NEW YORK ISUILDING AND LEARNING One of the new plan types is the 11 plan, devised by Snyder to utilize mid-block school sites, and illustrated here by P.S. 165 (1898) (tics. These sites were more economical than corner sites, but they lacked the access to light and air that a corner site afforded. Snyder's H plan, which was used extensively throughout the boroughs, overcame this disadvantage by creating a pair of courtyards for plaVg1111.1 tick and allowed tOr well- lit and ventilated classrooms set back from the street. Like many earlier schools, P.S. 165 had partitions (in the central bar of the H and in the ground floor playroom) that could be moved to create one large open space or separate classrooms.I" Although the high peaked roofs and ornamented dormers of P.5. 165 resemble contemporary residences designed by Richard Morris Hunt, other Snyder schools, including 11 plan 14 P. S. 165. /08,/,Street 1;tedde.I 9.1- buildings. were designed in a multitude of architectural styles. Manx' had Hat roofs in order to attributed the idea to Snyder's study of schools in incorporate rooftop play areas. Paris during a fact-finding trip. lie found build- Contemporary accounts differ on the source ingsof the form of the letter H a style of con- of the I-1 plan. An 1896 New York "Ii-dnine article struction quite frequent in Paris buildings. They may be made attractive without an attempt at display. and they will give better light, ventilation and surroundings for the pupils: and being placed in the middle of the block off from the more noisy thorough- fares, the cost of construction is also greatly reduced:1' In contrast. The Ren: Ltd te Record and Guide Annual finds Snyder looking, through slides on a rainy da and coming across a picture of the Hotel de Cluny "that suggested the idea of building absolutely self-contained as to light and air and conforming to the economic limitations imposed by the price of city land."1

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3 6 NFW SCHOOLS FOR NEW YORK BUILDING AND LEARNING

BEST COPY AVAILABLE Snyder also was responsible for creating designs During the same years that Snyder and the Board for a new school building type for the city--the of Education were reshaping the form and mission public high school. Widespread high school edu- of the public schools, a large number of indepen- cation was a relatively new component of public dent schools consolidated and expanded their pro- education at the turn of the century. Before build- grams in new buildings with improved facilities. ings were constructed On the upper west side of specifically for high school Manhattanvenerable programs, a number of schoolssuchas the schools began in space set Collegiate School, Trinity aside in grammar schools. School, Columbia High schools constructed Grammar and Preparatory during School Building School (and its new sister Superintendent Snyder's school St. Agatha's) all tenure included Curtis constructed new buildings High School in Staten between 1893 and 1907, e- Island.MorrisHigh as did the Ethical Culture School in The Bronx. School.In midtown DeWitt Clinton,SUR.- Manhattan the Spence

vesant. and Washington I I- C/0115 High Seb00/, School and the Brearley School moved from their Irving I ligh Schools in Cnrder. Hamilton and original brownstone homes to new buildings on Mark' .Ca ten Island. 45th and 44th Street respectivelywhere the Manhattan, as well as 1992 -190.1 additnw, in 1922. other academic and voca- 1'12.1. 19.3photograph 19.31 Berkeley School also built to the west of tional high schools. Curtis Brearley.1" These buildings, usually designed for High School (similar in design to Morris High early grades through high school, combined some School) is one of many "Collegiate Gothic" school of the features of the city's new, well-equipped, buildings that Snyder designed throughout New public primary schools and high schools. York City (rics.1--ao). Nlost of the city's high schools were substantially more elaborate than contemporary primary schools and included large, ornate auditoria designed to be used for school assemblies, theatri- cal presentations, and community programs. The auditorium at Curtis, as in many earlier school buildings,wasfirst located on the top floor. Early on, plans had been made for a large auditorium to he located at the rear of the building, but budget constraints halted its construction. Another later design by Snyderwasbuilt on the side of the building in 1925. This new wing held a large auditorium with a gymnasium below. Classrooms reflected the more differentiated high school curriculum. and even in the relatively small Curtis High School (originally designed for a student population of approximatel "50 and completed in 19011, rooms were set aside for a typing classroom, vocational training. and laboratoryuse.ls (.urns School. auditorium frompIrtedin 19251. 1926

NEW SCHOOLS FOR NEW YORK !BUILDING AND LEARNING One of these, the lireadev School, had been established in 18 84 to provide girls with instruction "equal in point of quality to that demanded for the Admission Examinations of the best Colleges." lin:alley was originally housed in a brownstone on -nth Street, ind five Years later built a school at 1 \Vest -1-ith Street designed for approximately 200 audeors:u By 1911 midtown commercial development had changed the more of the area, and according to the school's board of directors, the building had become outmoded in the race of "great progress- in the "scientific planning of schools.- To take advantage of advances being made in public school design, the Brearley board hired C.111. Snyder as a consultant on the new building, which was designed by the firm of NIcKim, \lead and White (FiGs. The red brick Georgian Revival building located on Park Avenue and 61st Street Was designed fOr 350 students. A large room in the basement did double-duty as a gynmasitlin and, with portable chairs, as an assembly space. Five standard floors above the mezzanine level contained large corner classrooms sandwiching smaller recitation rooms, and a study area or laboratory. The sixth floor housed a library and art

11;. 20Plan, of( urti High studio in addition boapwm Arne' c ARliitc,t to a classroom and And Building Ney,...VC///Vm recitation rooms. /68/ 1March /9081 The double-height top floor, originally a covered open-air playground, was designed for future conversion into two additional stories of classrooms when the need for more space arose. When the floors were converted. a caged rooftop play area was built.22

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BEST (Try AVAILABLE STANDARDIZATION, VARIATION, AND 94. king, College Hare rapidly increasing and THE SCHOOLS' BUILDING BOOM between Gan I fill Rout ,,,,d laq shifting population _'1111, .t:eert. 1 b, Brmi, ,12(1. often made additions From the modified repetition osimilar plan types rhatt,grarb 19.'9 and architectural styles, Snyder and his successors to these schools neces- des eloped a series of standardiied school-building sary soon after completion, leading the Board of plans to speed design and construction and reduce Education to create a modular plan designed lOr costs. During the 1020s over 200 public schools expansion---the NI plan (1.(Gs.2S-29).26 were constructed in New York City, many or The U-shaped Ni plan,n, c.es.gneu to he either; them built to these plans developed by the Board three or 'Our stories, divided the school into three of Fclucation.-" The creation of standardited units. The A section, the main part o the build- building plans paralleled eFtOrts to timber stan- ing, contained the boiler room, toilets. playroom, dardiie the school curriculum and continuing office. teachers' room and classrooms. The F' sec (ion contained an auditorium, gymnasiums. and efforts to -Americani/e" the diverse studentpopu- lation.:' Initially. duce elementary school types classrooms. and the C section contained addi- were designed, each of which responded to a spe- tional classrooms. In some districts all three sec- cific level of enrollment and the population den- tions Were built at once, while in others the sec- sity of the community. lite largest was the A type tions were added as the population increased. Hie tOr populous meas. A smaller building. the (" type. larger schools such as P.S. 230, P.S. 150, and P.S. was designed -lot localities \snh detached houses," IS 1 were designed 1°' a "Pa( aPPI"\imtel and the smallest. the I) type, was designed fOr 1,600 students. Within the schools, partition walls spars) populated outlying districts.' Ness York's between classrooms were free of ducts and closets,

NkW SCHOOLS FOR NFW YORK BUILDING AND IARNING .....I . IR:. 26 P.S. 230. Albemarle Road 1;.ont Dahill Road to Graresend Avenue. Brooklyn. 19.30. photograph 10.31

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NEW SCHOOLS FOR NEW YORK RUll DING AND LEARNING in theory allowing alteration of the basic class- fixtures.3" This sort of flexibility in design was at room unit size. least a decade away for new schools in New York hitecturallv the NI plan schools were virtu- City, although experimental classes, such as those ally devoid of any identifiable style. The four-story organized by Elizabeth Irwin,31 and the slightly variation (Hc. z5, 26, 2..8) with its simple linear later activities classes at some of the public schools brickwork patterns articulating parts of the facade, led the Board of Education to consider new hears some relationship to "Chicago School- approaches to classroom design (1-Ic. 30).32 design. particularly to schools in the Chicago area In contrast to the standardization that charac- designed at least ten years earlier by Dwight terized public schools during this era, independent Perkins while he was the architect for the Board of school buildings and teaching methods can best be Education and later in private practice.' The characterized by their diversity. New approaches three-story NI plan shown here (Fitt 2-) could to learning, to classroom organization and to the perhaps he described as Georgian Revival. Other overall school plan joined concerns shared with modular standardized plans developed during this public schools, such as more space for special time include the U-shaped C) and P plans.' activities and up-to-date school facilities:" The Teaching methods had shifted by the late Little Red School House, The Dalton School, The 1920s from the rigid nineteenth-century system of Fieldston School, and the new Brearlev School lectures and recitations to more individualized give evidence of the variety of buildings types and instruction that often included lessons learned teaching philosophies that characterized these through creative participatory activities rather than years. passke absorption and repetition.') In some cities Pathbreaking work in school organization ini- changes in teaching were accompanied by a move tiated by such reformers as Francis Parker and away from fixed seating to more flexible classroom John Dewey had a strong impact on schools in New York City. Parker's methods were tested first in Massachusetts and later at the practice school of the Cook County Normal School in Chicago. Daily morning assemblies and informal classrooms rein- -, tt forced the idea that each member / of the school community had a roleinshapingeducation. Children helped develop their curriculum. sometimes using readers made up of their own stories. New emphasis was placed on the importance of the arts as a means of expression, md other subject.; were approached through firsthand experience, including class field trips. John Dewey's I aboratory 41, school, openedinI 8 96in Chicago, served asatesting ;,. / 50, /.3rd :ironic andIfld, `street. IPrig Nand (.01'. 1') +1. rh,log,,,p,/, 1.15i

NEW SCHOOLS FOR NEW YORK BUILDING AND LEARNING ' ground for his educational theories, which placed a strong emphasis on the relationship between learning and everyday life. Dewey felt that one way the Lducational , experiencecould beunified was through the teaching of I a central theme, which would integrate the studies of each grade. The presentation of a given historical period, for instance. could generate related studies on literature, language, and science. In New York City, the Lincoln School Of Teacher's College.founded in I IG. 31Chtss at P.S. Whenfundingfor 191, was one of the first schools created runner to 11,1 I lid,. Red School Irwin's work dried up at Halve) eretttng impressiow of the beginning of the specifically to explore the possibilities of "progres- their loll to ti', riverleont sive" education. Close on its heels were the experi- Depression and the ments in public schools begun by Elizabeth Irwin Superintendent of the in 1919 with the support of the Public Education New York City schools failed to support the pro- Association. First working in a "little red- school gram, a group of parents pledged tuition support. building. Irwin sought to apply Dewey's teaching The mission house of the Hrst Presbyterian philosophies to public school education with its Church at 196 Bleecker Street was leased in 1932., larger class sizes and diverse student body (FIG. 311. and classes at the independent Little Red School As with Dewcy's classes, strong emphasis was House began. The school purchased the building placed on learning through experience. four years later (FIGS. 32, ;3).

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NEW SCHOOLS EON NEW YORK BUILDING AND LEARNING Classrooms in the building are large, particularly for the younger children, and are intended to house class sizes that parallel those of the public schools. Photographs illustrate the flexibility of the furnishings, with moveable tables, desks, and chairs. School photographs also document rather untraditional field trips, such as visits to the sani- tation department, which extended the students' learning experiences beyond the classroom walls (N;. 4)." Another school linked with progressive education is the Dalton School, opened in 1919. Helen Parkhurst, the founder of Dalton, synthe- sized her teaching experience and her study with the educator Maria Montessori to create a new teaching system, the "laboratory plan.- In this sys- [G. 3.4The Little Red School Home. a clas visit to tem, developed in an experiment at the High the .anitation Department Garage On Rirington Street School of Dalton, Massachusetts, in 1919, students worked relatively independently on long- school soon moved to larger quarters on West term assignments with teachers' guidance.." 72nd and 73rd streets. During these years the Like iirearley's, Dalton's first home was a house system, still in use today, was initiated. brownstone when Parkhurst moved to New York Students are members of small groups, which and opened the school on West 74th Street. The includechildren of different grade levels, that meet daily with advisors to discuss individual progress on assignments and to deal with general topics, including, for older students, college counseling (ic. 35). The Dalton School building, opened in 1929, was co-ed through eighth grade, with the high school limited to girls \ until the mid-1960s (FiGs. 3 6 3 .Originally, the lower Sr."11. floors of the building were pri- marily filled with staff offices on three sides of a double- height auditorium. A lunch room with indoor and outdoor seating tilled the space above the auditorium on the third floor. The remainder of the building was filled with "labo-

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NEW SCHOOLS FOR NEW YORK BUILDING AND LEARNING ta"Sr titer.as The final silent,: is a more pit turesque sweep . of linked brick and stone buildings in an undulating . open landst ape that, when 44, approached by tar,is entered through an arch- way carved fromthe "Rectors 'Fokker.Special facilities included a number of laboratories within the science building, and a large dining hall and library reading room with cathedral ceilings. The story- or classroom spates, as well as a generow; R.. i9/ be r/e/f/.,/on extensivo grounds allowed number of art, craft, and music rooms. Older stu- kiverda/e. /13. Bronx. kilb,,7 a number of playing fields dents occupied the losser floors. and primary stu- I>. Kam and ( burner and recreation areas.' stein. 1928; doval p( dents were on the top two floors. Secondary stairs ol trom .SruIten The combined influ- linked pairs of floors by age group, creating 1)10.1.il Parkway. 1928 ence of the all-day pro- smaller schools within the school. A glassed-in grams ofiered by the coun- "open-air- gymnasium with moveable glass shut- try day schools and the relocation of other schools, ters topped theschool. such as the Chapin School and the Spence School The Fieldston School, an Ethical Culture to Nlanhattan's Upper Last Sick, no doubt con- School, represents'another tradition of school tributed to the Brearlev School's reassessment of building and curriculum, the "country dal school.. its building needs. By the end of the 1920s, (Ht;s. 19.1 11. The location of Fieldston's1 8-acre Brearley had outgrown its Park Avenue building. campus in Riverdale in the northwest Bronx fol- The widening of Park Avenue and increased traffic lowed the lead of the I iorace Mann and Riverdale to the Queensboro Bridge on1st Street led the Country Schools. At a time when many schools operated 011 a half-day schedule, country day schools pros ided .1full -dab program, including elective courses and sports attivities. The academic program and student population of Fieldston represented long standing toncerns of the lahical Cultural Sot iety Schools: the inclusion of ethics courses within the standard turrik alum and .1 tliselse student hods that included .1 large perk cot. age of students on pat tial or kill scholarships

An early scheme for the campus by (larente tr'4. Stein and Robert Kohn, the architects fOr the school, shows a basically symmetrical layout with .:, buildings organiied along .1 central spine. :\ sec- 1. - ti ondary axis terminates in an open-air amphithk

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trustees of the school to look for a new site in a 41!hr Firldston School, hernn are located on the more residential area. Designed by Benjamin ninth and tenth Wistar Morris and completed in1 9 2 9 , the build- floors, with a roof play area topping the building. ing, that now houses Brearlev is located on the east Ihe primary classrooms located on the lower end of 83rd Street, facing the East River (FiGs. floors originally opened directly to a roof deck play area. With these innovations in place, In the Park Avenue and G i s t Street building, Brearlev was able to switch to an all-day schedule, the official school day ended at one-fifteen. which like Fieldston and other "country day" Afternoon extra-curricular activities had begun to schools made possible special classes and recre- lengthen the school day, however, and Morris's ation in addition to regular studies..w Archi- plans for Breadeys, new ten-story building took tecturally, the building represents a shill awa these changes into account. Large home room from the Georgian Revival styling of the school's classrooms are located in most of the riverfrom former home (and of a good number of public corners, with smaller classrooms for specific sub- and private schools of the era). Morris's design jects or tutorials and spaces for art, music, and bears a greater relationship to contemporary com- shopwork filling the rest of each flour. Gymnasia menial skyscraper design.

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NEW SCHOOLS FOR NEW YORK BUILDING AND LEARNING Herman Ridder Junior High School,locatedinthe Morrisania section of the Bronx, is a particularly elaborate school building (Fics. 46-50), Ridder's "modernistic" form, by Walter C. Mar- tin, the superintendent of school building and design for the Board of Education from 1928 to 1938. predates bette -known Art Deco apartment buildings in the Bronx by architects like Horace Ginsbern. Although the academic classrooms in Herman Ridder were de- signedtostandardized specifications that included fixed seating for 35 to 40 In the early decades H(:. 46 iternhin th,v, students, some rooms, particularly the public of this century, the .seboo/(P.s. 981. wait: Jiartin, spaces, are singular in form and ornamentation. ciry,,, public schools Boston Po,: Rodd and Fa,) l -13,71 Both the octagonal main entrance and auditorium heel. Morrisania. The Bronx. 1930 began to incorpo- entrance lobbies have stepped soffits above stylized rate an increasing number of special activities, par- floral friezes. The -hinge- of the angled building ticularly in junior high schools and high schools. contained, on separate floors, a sewing room, typ- The junior high school is a twentieth-century ing room, and library. The first level of the tower invention, created to solve a series of educational was used as a music room, with a band practice and logistical problems associated with education room in the domed area above. The auditorium, of adolescents and general overcrowding in ele- although similar in plan to other school auditori- mentary and high schools.° In New York City ums of the time, has unique fixtures and lighting. the first intermediate schools, for the seventh and Herman Ridder, eighth grades, were opened in 1905. Ten years designed "to show the later the junior high school was created with the influence of the mod- inclusion of ninth grade students. In addition to ernistic trend in archi- removing these grades from crowded elementary tecture.- was budt to and high schools, the new junior high schools accommodate approxi- . allowed a more differentiated curriculum. similar mately 3,000 students. 4f ' '10 . to that of the high schools, including more Architecturally, it was 1' advanced academic classes, vocational training, the exception rather and -homemaking lessons.- By theI 920s and than the rule for junior 1930s. increased emphasis was also being placed high school design in on extra-curricular activities, including sportsand the city. Nlost of the , .... LIktkts a constructive means of socializing chil- junior high schools dren and providing 'raining outside ()I' regular built during this peri6d ' classroom activities.'' Sonic junior high schools were designed using an h Ihgb 5, boa. were designed to facilitate these activities. expanded variation of Plehminan /daft. In: &or

NEW SCHOOLS FOR NEW YORK LHLOING AND LEARNING the ubiquitous Ni planalthough by themid - 1930s the facades of some were modified echoes of more -modernistic" design. High schools, like junior high schools, were seen as places for education, vocational training, and socialization. Although these goals for students had been consistently articulated by the Board of Education virtually since its inception, the high school building of the 1920s and 1930s h. significantly increased the number of facilities spe- cially designed to meet these aims. Franklin K. lane High School, which straddles the border between Brooklyn and Queens, was one of a series

111,48 Herman Kidder Junior High School. of large academic high schools built during the entrance lobby. 1931 1920s and 1930s, each to serve a population of about 4,000 students. Franklin K. Lane was designed in 1930 and completed eight years later, with construction funds provided by the federal governments Public Works Administration (FIGs. 51-5.8). The school incorporated a variety of laboratories and vocational training classrooms as well as spaces for special activities, including club meetings and art exhibitions.43 The Franklin K. Lane plan is similar to those of several other high schools of the 1920s and 1930s, including Theodore Roosevelt High School in Manhattan and the second DeWitt Clinton High School in the Bronx. Although only a few of the overall plans of these high schools were standardized, many classrooms and fixtures were built to stan- F IC.4q IIernteu Kidder Junior High School. dardized specifications. apes':!: rg 19.35 Social training for adult life was not limited to sports, clubs, student government, or school publications. The Home Nlaking Room or Apart- ment, found in junior high schools and high schools, was a suite of rooms that simulated a - -homey" colonial residence. The rooms were furnished with what, it seems, were considered the aesthetic basics for the home, such as a living room with fireplace, rugs, chairs -of various types," center table, gateleg table, nesting, tables, desk, tea wagon, flow lamps and table lamps. More specialized homemaking skills were taught in -home nursing" rooms, which were equipped with hospital beds, cribs, an adjustable bedstand for serving meals, portable baby's bath, portable foot tub, sink and drain-board, and a medicine i it,.u.I /CI Pia it Rader Junior High S,hool. aditorium. cabinet.''

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BEST COPY AVAILABLE POST-WAR PLANSTHE 1940s AND 1950s resembled the curtain-walled commercial strlt The war Years brought school construction in tures that were beginning to fill the country's New York, w hich had slowed during the landscape. Depression, to a virtual halt. By the mid-1940s. Kelly & Gni/L.11's George \Vingate High hoarser, extensive planning was underway for a School of 1953-1955 located in Brooklyn,illus- massive postwar building program. Nlany of the t the multitude of structural. aesthetic, and planned schools were to he designed by the Board programmatic changes in architectural design that of clducation's Bureau of Construction headed by Were taking place during this time (ms. 59-61). Eric Kcbbon, Walter C. Nlartin's saccessor. A The first new high school constructed in New number of private architectural firms, commis- York City since 1941, \X'ingate was designed for sioned by the Board of Education to design use by approximately 3,000 students. The unique schools, Were encouraged to develop new architec- banjo - shaped plan was d...vised to Cult down on tural solutions for the school plan. The firms travel distances between classes and eliminate ranged from those that had built traditionally dead-end corridors. Heavily used areas, including styled private schools or universities. such as the auditorium and gymnasium. were centrally Delano & Aldrich and James Gamble Rogers, to located and designed for community access. The firms that were more well known for their modern circular wing c mtains classrooms and a skvlit art commercial designs. such as Harrison, ouilhoux & studio in addition to the cafeteria and auditorium. Abramoviti. and Skidmore, Owings & Published by the Board of Education, the initial designs for postwar schools were basically modernizations of older styles with simpler deco- ration and scale. But by the 19S0s, designs reflected new ideas of -child-sif.ed- rather than monumental scale and were designed in contemporary architectural styles."' Modern building materials and technology redefined the loot of the school. The exteriors of these buildings often

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'4 NEW SCHOOLS FOR NEW YORK BUILDING AND LEARNING The High School of Art and DesignandP.S. 5,) in Manhattan, designed by William Lescaze with Kahn and Jacobs and built in 1959-1960, reflects another new approach to school planning (FIGS. 62. 63). The two schools were built as a single project, and although they operate as separate units. :hey share a basement and first story that fills the entire school lot. An outdoor recreation area for the high school and the primary schools play areas are located on top of the high school's first-

MIDyo story auditorium and gymnasium. For special events that The rectangular wing contains shop and science FIG. 01Gcmge W. require a space larger than P.S. classrooms. \loveable seating was used in the R' ingots High Sehool. 59's "multi-purpose room,' pri- ,I, ,room classrooms. reflecting the curricular changes initi- mary school students had access ated in earlier decades. Following, the precedent set to the high school auditorium. Otherwise, the two by \\C.P.A. public art projects in schools. Kelly & schools function independently, with the entrance ;111/C11 commissioned artwork fOr the building to the high school located on Second Avenue and the first time that new artwork were integrated in the entrance to P.S. 59 around the corner on 59th the design for a new school building.'- Street.'''

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RETHINKING THE SCHOOL PLAN i.R,. 6.1 AS. .i6. Manhattan (K-2 or -H. Frederick C. Fro.,L Jr. A rchirter. .1/. Pau/ Friedberg. /.me/.ape Ar,biteet. I 20th and THE 1960s AND 1970s .1n6terdaw. /96-. 1101(1', krillhm In the 1960s and 19Os the trend in school buildings seas toward more -flexible- plans. l' The traditional school building was broken down into separate volumes, often with separate functions, such as a freestanding auditorium. leaching --, Spacesoften incorporated several -classrooms- that ".". could be joined or separated by sliding walls or ''.--- '4 ...... - ..(01.,; moveable storage units. As opposed to standard- a 40' n 111 i/edapproachestO school desigs. ,0e arthitects ....., created unique solutions in responsetot the site. .... --,.. The designs of P.S. 6 in Manhattan. by .1., ''.... Frederit k ( ;.Frost. Jr., completed in 196 (i His. .51 '-,;,,,,9", (4-6). and P.S.380in Brooklyn be Richard 4. Kit ,o,

Danner, completed a detach' later (11(;s. 68--o), ,,' s-,- 1 ..44i-' illustrate the development and implementation of L"." these concepts within some of the city's publit (.4.

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BEST COPY AVAILABLE neled through .1 dear glass pipe inside the school." Both buildings incorporate open or flexible classrooms. At P.S. 36. these take the form of some double -sired classrooms with moveable dividing partitions. In P.S. 380. designed for 1.500 students from kindergarten to fourth grade. this concept was developed into nine Ilrge -learning com- plexes- that can he used for -ream teaching,- or divided into classrooms. Each learning center also includes ancillary spaces: a -resource space.- small rooms for individual instruction. a conference room. toilets, md storage. Also. P.S. 380's first floor (containing a gym, tuditorium. and early schools. P.S. 36 is pro- lin. 66 PS. 36, ,./d,rown childhood classrooms) is designed l'or separate use ken into four separate f(m. summer sessions and community programs. pavilions linked by bridges. The irregular geome- A number of independent schools built or try of P.S. 380 coalesces around the -main street.. renovated during this era also incorporated open halls', .1V. %% hiell runs along the long diagonal spine. plaits. Echoing some of the stratel4Ies that charac- linking learning spaces and providing, informal terized school interiors over a century earlier, pro- teaching areas and gathering spaces for students. visions were made for large spaces that could be Both schools also provide experiential learn- subdivided with moveable partitions. Like a 1111M- ing environments. P.S. 36. set in a rocky areaof her of other earlier independent school buildings, \lorningside Park, incorporates the landscape in new schools were often created in non-traditional the base of the school, ss 5th courtyards sYmpatht- spaces. icallY designed to relate to the park. P.S. 380 has I-or example. the Acorn School was founded exposed color -coded ductworkand a glass-fronted in 1966 he a group of Ilse families seeking a hiiiler room. An intriguing drainage system creates neighborhood Montessori nursery school. .t waterfall from th.. auditorium roof to the Originally. the school N%;Ps located 111 the basement kitchen roof when it rains. Rain water is also run- of a Beth Israel Hospital residential building.

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Ntw sr notllSOil NF VY YORK A l / 1 1 0 1 N C . AND II ARNING classrooms, with the possibility of creating a third. Moveablscaffolding divided and furnished the space. A media area was pr located between the double row of scaffolding that separated the two -classrooms.- Work spaces. 114 Iry tobcameili library and storage shelves, and elevated study nooks L with mattresses were held within the scaffolding, md colorful banners On hospi- I tal cubicle curtain tracks helped to divide the :;pace

,0V/S visually. Colorful super- sT, graphics further defined the spaces:" I Another independent Ili:. -IThe Acorn Sebool. school incorporated in a 2611, .rtrect bettmen Para( and larger structure is the 13 ink .Se.,untl At runes In /h.q/1001 01 I I I Street School, part of the 71 . 1 11 1 l'Inrrs llon e,..1 anhattan. ,Mater c` ` :lull. 19-1 Bank Street College of IR.. -2 Arorll plan Education (.).signed by

Harry. \Veese and Asso- elates, constructed in 1970. The school, like The 1 isle Red School I louse, has its roots in both the Parents played a major role in building the eduLational reform and settlement house move- school's furnishings and in Cleaning, bookkeeping. ments. Its forerunner. the Bureau of Educational and fundraising. Three years later an upper school Experiments, was founded by a group that for children six to nine years old was opened in included Elizabeth Irwin, Caroline Pratt (the the parish house of a neighboring church. The children were to he taught in an ungraded, open classroom. In 19-1 the school Lonsolidated its program in a -Si 00 square foot -found space," originally planned for medkal offices, in the first floor of the newly tontuLted, federally subsidized Phipps I looses. The architects, Nlayers and Schiff, combined an edu. ational program (ailing for emremely fle\ihk open sr,tic,, that included some of 111C children's wishes, most notably for .t school that was a kind of treehouse -t finished space was divided into four main sections: an administrative area.t multipurpose playroom, ,eparate nursery space, md MO upper school

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BEST COPY AVAILABLE founder of The Play School, later die City and Country SchoollInd I larriet Johnson, under the leadership of I ticy Sprague Nlitchell. Bureau members were strongly influenced by Dewe, but also by the idea of a systematic, %demi& approach to studying children and learning through observ- ing their play, growth, and study. During the early years the Bureau. located in the Mitchell residence onWCSI.12th Street, sponsored its own nursery school and The Play School (iti older children) on 13th Street CHG. -.402 In 193(1 the Bureau of Educational Experiments renovated and relocated to the old Fleischman's yeast brewery and storage I t(;. -.1 Bank Street SaViol 111Mel elat5roorn at the Bureau building on Bank Street. Ihe teacher training that leine,thonal Experments brownstone on West tith .Street had become part of the Bureaus work became a formal program, and a full elementary school was opened. In 19-0, the school mm ed to its present building on 112th Street. The nine-story structure was designed to house the Children's School and the College of Education as well as a number of administrative offices (rtes. The school, which has an enrollment of about 150 students. Occupies the second, third. and fourth floors of the building. and shares some other facilities including the library, gymnasiumInd cafeteria. The building lobby is used by the Children's School for small assemblies, singing, plays, and other group es ems. Hallways too provide spaces for more informal gatherings, with ssooden -boxes" that students Lan arrange for seating or play. Most classrooms contain a flexible arrangement of tables and chairs. as well as three long padded benches arranged ina-C.- shape for presentations, meetings. and informal gatherir gs. The classrooms for the youngest children, on the second floorIII the buildings. open 0111,0an outdoor ply- ,;";1 40141"4 ikli_tambratl dec L..1 roof pla\ Pshuma, groundtopsthe

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BEST COPY AVAILABLE tiedbuildings of the 1 920s and1 930s. these buildings are designed as "kits of partsor modules that can he freely re- arranged to stilt the school enrollment and site.'

/., The Children's Store- 771BEK-711.11Inda front, a tuition-free, independent school in Harlem follows the independent school tradition of carving, education space into the existing urbanfabric. Until recently the school was hosed in two brownstones, separated by a vacant building. on East 129th Street in Harlem THE 1980s AND I 990sTRADITIONAL IR..-- Bank .Ctrret (rtes. 81, 821. The school SOLUTIONS AND PLANS h,bbt nith akteria 15./I'N' began as a preschool for The recently opened P.S. 2.;t in Nlanhattan. U' 1001 lal:!r1111,111 neighborhood children, designed FiNRichard 1)attner & Associates. com- and since 1 981 has added one grade a year, !..zratitt- bines 5011k of the innovatis. IatureN of P.', 380- ming its first class of five eighth graders in 1989. main Lori idor designed to allow informal At that time classes fOr the young.est children were meeting places and exposed structural systems--- held on the first floor ()leach building in an open 1111,1c traditional individual cia,,ionni unit% it fc.s. -8-Sol:"I he turreted extetior with arched 55 inflows fac.ifig the street recalls the mon: IlloIll1- 111e111.11 ss.11001s of an earlier era. One of the turrets holds at school bell111(1 the others are school enuances. including tsco separate entrances that open directly into Icinclergartn classrooms. In 1988, Dattficr's firm. along with three other lorl; Cit\ aichitecture fil11u, lhe Ehrenkrant/ (iroup &: Lckstut, lirtticn Satmon Steinglass. and Perlsin, and \\ ill. were commissioned 1)\the lioard of 1 111'.1111111 (0 des Jot, proton pical 50.111101 dings 111.11 hark bas.l. to anothei No\ l'orIc City tiadition. that of the modular school plan. lit sotinasa to ill saandaid

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BEST COPY AVAILABLE space that can be separated with a divider. Classrooms for the older children, who are taught a traditional curriculum in small classes ranging from eight to fifteen students, were located on the 5, ns4 upper floors along with sit administrative offices. The ground floor housed the kitchen, dining room, and computer room. Students used other spaces in the neighborhood,such as nearby parks and a local church, for recreation and assemblies. The school recently purchased two buildings on the other side of 129th Street. Renovations began in the spring of 1990, and the school took occupancy in FIG. 8o P.S. 2,34, DEVELOPMENT, MAINTENANCE, autumn, 1991. The new ehissroom ADAPTATION, AND CHANGE building includes classrooms The preceding examples give some indication of for older children, a reading room on the top attitudes to education and their architectural floor, and a ground-floor gymnasium, music expression during the development of the city's room, and assembly space to accommodate 160 public school system and independent schools. Yet people (iu:s. R3-85).56 new school buildings, photographed in their freshly minted prime, provide only a partial picture of the prevailing issues of a maturing urban stem. The same factors that shaped the building and form of new schoolschanging educational methods and a growing or shifting population acted upon the existing rapidly growing) building fabric. These issues were joined by the ramifications of wear and tear that sere often exacerbated in the public schools by the heavy use gen- erated by over( rowding.

in,. Si/be Chilthen., Storefront, 129th Street between Park and I exwgion Manhattan, /'r,' A' 8. oed: wboal bwrenittate loon-adpreent) Iron, 12911, stern

ic;2 NEW SCHOOLS FOR NEW YORK DUILDING AND LEARNING From the outset, New physical inadequacies of the building stock and York City's schools have the sometimes indifferent attitude of educa.ors. had the eyes of the Even while C.B.J. Snyder was bringing sweeping public on their successes reforms to new school construction, lauded by and failures. The sheer educators, architects, and the public, many of the numbers of students in city's existing school houses were in deplorable the city school system condition. A report published by the Good have guaranteed its use Government Club "E" in 1896 describes a num- as a modelgood or ber of school buildings, including P.S. 44"very badfor educators and dangerous" a leaky, one-story wooden frame reformers. In the nine- building with thin paper-lined board partitions, teenth and early twenti- an unpaved playground, and water three inches eth centuries\\Titersand deep in part of the cellar. In short, it was a "con- social reformers, such as struction of a most inflammable nature, extremely 41G. 82.The (..bildren's ttareliwni. Aindergarten Jacob Rik and Adele dangerous to life and health."' Other buildings

613.51_,I)111 Marie Shaw, exposed the had no flush toilets and inadequate ventilation.

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BEST COPY AVAILABLE The Good Government Club's report called for plagued in part by its immensity, as well as by a administrative measures, such as an accurate massive, not always coordinated, city bureaucracy. school census, that have been reiterated in reports Notwithstanding past and current mandates to to this day. It also discussed problems of funding establish a semi-independent agency or figure to the schools in the city's budget, and includes a oversee the site acquisition, design, and construc- rather impassioned response from Snyder about tion process, design difficulties persist. Just zs in school upkeep, pointing out that earlier eras, there is still a need to modify outmoded specifications and hidebound building reg- there seems to be a popular impression that the Board of ulations. Eduartion, and especially the Superintendent of School Buildings, Perhaps even more important is the issue of can make repairs and improvements in school premises, entirely maintenance and upkeep. No school, not even overlooking the firer that the law places the power absolutely in those listed as city landmarks, is immune to the the hands of Trustees, and that neither the President of the Board hazards of inadequate upkeep. Pigeons fly in and of Education or the Superintendent of School Buildings can order out of the broken windows of the former music any work whatsoever done in any building, as all orders and room in the tower of Herman Ridder Junior High contracts must be made by the Board of Trustees, our power being School. One of the M-plan schools illustrated in limited to recommendations that are entirely disregarded.58 this text, P.S. 94, was the subject of a series of arti- In a study of the city's schools included in the cles inThe New York Times,which included Halms Report published by the city in 1914, a descriptions of an enrollment almost twice as high section was devoted to the problems of their sit- as the 700 students it was designed for, leading to ing, design, and construction.'` One focus of the classes in the gymnasium and any other available report was a call for complete standardization of space.t school design and plan, rather than the One of the most graphic and poignant modification of similar plan types and designs. As descriptions of the decay of another landmark, the has been illustrated, this suggestion was acted auditorium of Morris High School in the Bronx upon, leading to the standardized forms of the designed by C.B.J. Snyder, is contained in next decade. The method of acquiring sites was Jonathan Kozo l'sSavage Inequalitie.;; Children in criticized as cumbersome and unscientific, relying America's Schoolspublished in 1991: on local requests rather than accurate census ...The room resembles an Elizabethan theater. Above the figures. The excessive amount of time spent in proscenium arch there is a mural, circa 1910, that must have obtaining approvals from myriad city departments been impressive long ago. 7he ceiling is crossed by wooden ribs; was examined and criticized, as were antiquated there are stained glass windows in the back. But it is all in ruins. mechanical systems design. Construction delays Two thirds of the stained-glass panes are missing and replaced by and overall quality were also examined, and then Plexiglas. Next to each of the eight tall windows is a huge black were attributed to the city's process of choosing number scrawled across the wall by a contractor who began but the lowest bidder without weighing experience. never finished the repairs. Chunks of wall and sections of the NI uch of the criticism leveled against the arches and supporting pillars have been blasted out by rot. Lights buildings of the city's public school system in early are falling from the ceiling. Chunks of plaster also hang from private and city-sponsored studies has been underneath the balcony above my head. The floor is filled with restated in subsequent studies. Reports have exam- lumber, broken and upended desks, potato chip bags, Styrofoam ined the problems of maintaining and upgrading coffee cups and other trash!'' existing building stock, the process of identifying and :,:sembling sites for new school construction, The city's independent schools are by no and the complexity of coordinating design, engi- means free of the problems that have plagued the neering and construction.mi Some of these prob- public schools. Financial pressures, building main- lems are perhaps endemic to a system that is tenance, and adjusting the physical plant to adapt

NEW SCHOOLS FOR NEW YORK ;8, UILDING AND LEARNING CONCLUSION to curricular and social changes have been and are All of the school buildings featured in this article, ongoing concerns of many schools. With their rel- both public and independent, are potent symbols atively fixed enrollments, administrative auton- of prevailing ideas of education, society, and the omy, and individual boards of directors, most young. The goals set for the city's schools have independent schools have been better prepared to often been high, and their architecture has been adjust to change than the public schools. expressive of each generation's interpretation of Almost all of the independent schools dis- these aims. cussed in this essay have renovated, added on to, In the mid-nineteenth century, educator and/or expanded their buildings. Often the reno- Henry Barnard wrote about schools: "No public vations have made innovative use of existing edifice more deserves, or will better repay, the underutilized space, and additions have included skill, labor, and expense, . . for here the health, the annexation of neighboring buildings. Most of tastes, mariners, minds, and morals of each succes- the schools have commissioned master plans to sive generation of children will be, in a great mea- assess current building use and long range goals. sure, determined for time and eternity." The pow- Examining the working of the school has enabled erful role of the architect to achieve this end was administrators, educators, and directors, to lay the clearly stated almost 100 years later by Talbot groundwork for future. In some cases parents' Hamlin, whose insightful 19,39 article "Schools committees have helped with the design and con- arc for Children" states, "Nowhere does an archi- struction, giving those with a vested interest in the tect have a better chance to display his skill than in school a voice and hand in shaping its form. the planning of school buildings, and nowhere does he perform a job of greater importance for the public welfare."" Today, as we strive to restore reshape, and redefine our schools, we would do well to remem- ber the lessons of the pastand to hold sonic of the same aspirations for schools to shape the future.

Aline Rieselbach is program director of The A ritetural League ofNeu, York

NEW SCHOOLS FOR NEW YORK i8.1 'WILDING AND LEARNING NOTES

I Report on the Rebuilding and Dedteation of Ward was written by the firmBeyer.Blinder. Belle in 1986 as

Sehnnl No.4.Rirmgton 5treer. near Ridge in the Thirteenth part of a study of the school. Ward-Ipril 23. 1856. NewYork, 1856). 5-6. 10 For a photographic survey of New York City

2 For a complete history of the Public School Society Iandmarks (including school buildings) see Barbaralee see Oland \X'. Bourne.The History of the Public School Diamoncistein. The Landmarks of New York(New York, Soctety of City of Neu link (NewYork. 18-01. For a 1988). Elliot Willensky and Norval White,A.1.A. Guide to recent interpretation of the Society and its role in public New Ygrk City(New York, 1988) includes landmarked education see Diane Ravitch, The Great Sehoo! Wars (New school buildings, as well as others of architectural or York. 1988). 3-84. Early New YorkCity teachers and historic significance. schools,both private and public, are discussed in Carl Ir, 11 James T. Dillon, "Public School 34," (Landmarks Kaestle.The Fro/awn olAn 1"rhan School System: New Preservation Commission. 12 April 1983, Designation List York Lin 170-1850(Cambridge, NIA, 19-3). 164. LP-12881. 3 Ravitch. 13-15. 12 Diamond.stein. It1-2. For a short overview of school building in New 13 lames T. Dillon. "Public School 11, (Landmarks 1 ork C by. see Board of Education. City of New York, New Preservation Commission, 25 August 1981, Designation 1.orle School Buildings. i 806-1916(New York. 19561,8-9. List 14-. LP-1 F9): Cheryl Anne Slavin. "Public School

5Department ofPublic Instruction. City ofNew II: A History," (typed paper in the files of the Landmarks York,Thirteenth Annual Report of the Board of Education Commission, n.d.). New York: The Board of Education, 1855). 14 For a general history of city schools during this 6 For descriptions of the graded system of classes era. sec Board of Education. City of New York, TheFirst basedonPrussian models first used at the Quincy School Fifty Yen?) 1898-1948(New York. 1948). The physical in Nlassachusetts see Joel Spring. Theilmernan Sehool reality of schools before Snyder's work is explored in Adele 16-12.-1985I New York. 19861. 135-136 and 44-45. The Nlarie Shaw. "The True Character of New York Public nationwide influence on school design created by the Schools," World's W'ork VII, no. 2 (December 1903), individual classrooms oldie graded system is explored in 4202-4221. Surveys of Snyder's work appear in John Suzanne Lichtenstein, 'American School Buildings: 1890 Beverly Robinson, -The School Buildings of New York," to 1920,- (Nlaster's thesis, Cornell University. 1985). Architectural Record-(January-March 18981,359-384 Kaestle, 89. and C.B.J. Snyder. "Public School Buildings in the City of 8 For a history of in Brooklyn. see New York,- AmericanArchitect and Building News XCIll listor of Education in Kings County 1659-1883.- in (Januar-Nlarch 1908). A more recent analysis of Snyder's terry R. Stiles. ed.. The, History of kings County !wham contributions to New York City school design in the the (.iti of'Brooklyn(New York. 1884). 409-113 and in the context of the history of Ness. York City's buildings, along same publication. Tunis (;. Bergen. "The Department of with a thorough bibliography for his work can be found in Education." 609-618 outlining the history of each R.A.M. Stern, C. Gilmartin. and J. MassengaleN'en,York standing public school building, the organization and 1900(New York. 1983). A later period of school design funding of the Brooklyn school system up to 1883, and appears in R.A.M. Stern, G. Gilmartin. and T. Niellins. describing scholar ships available to Brooklyn's public New York 19.30 (NewYolk, 198-'1. grammar school students at a number of institutions. 15 The H plan is discussed at length in Charles C. including Columbia College and Packer Institute. Johnson. "The Model School House," Worlds Work XII 9 For a general history of Packer see Nlarjorie (May-October 1906). -7664-'668. Nickerson. A / (mg WayI:priori-el the First Hundred l'ear., 16 C.B.J. Snyder, "School Buildings in Europe," of the Packer Collegia:r Institute (Brooklyn:File Packer New York Tribune, 5December 1896.10, Collegiate Institute. 19151. An architectural history "The 1-Real Estate Record and Guide- -Annual,1899. Packet Collegiate Institute. A Brief Architectural History." 18 Shirley Elvin, "Curtis High School.' (Landmarks

NEW SCHOOLS FOR NEW YORK RUILDING AND LEARNING IS Shiry /avin. -Curtis High School," (I andmarks rellight: etandLAIngfm..1 merh.anOil,i.imoms Preset,. nion (: ommission. 12 October 1082. Designation 1890 -1980 (New \cork. 1984). 41 _I List 16(1. I P-1214). 30 Cuban as cited and summarised in Spring, 19 See Stern et al.New York 1900and Willenskv and 169-1-0. White for dates and. in some cases. illustrations. 31 'Fhe history of Irwin's work in her experimental 20 For ,t general history of the school. see Ruth progressive classes at The ; hale Red School House. which Aneny loud. ed.. TN linarh:v School I'ears New began in 1919 in a public school before moving to its York: The Brearley School, 1959). The schools archives present home on Bleecker Street and converting to an also contain the architect I leer Rutgers Marshall's final independent school in 1932. is .locumented (and report. dated 1(1 October 1891, and notes on plans for the illustrated) in Agnes 1)e lima.The Little Red School House building. (New York. 192).

21Plans for the new school and evlanations of the 32 A discussion ofhe Activity Program. an attempt building's Inc (as well as the corporate reorganisation of the to integrate progressive teaching within selected Ness York school) are contained in The Brearley School. The :Veto (:ity schools from 1934-190. an be found in Cuban, Breahy .000/ (Ness York. 1911i. 2277,e .YewBrea k) School6. Due to budgetary 33 For an over of a numher of independent restrictions. the third floor of the new building was left schools during the 1930s see Federal Writers Project. Neu. unfinished. and a second elevator was omitted. A Yolk Cuideto the Educational Facilities of the fundraising flyer issued in April 19I-i. describes the teed Metropolis (NewYork. 1939)..10-61. for finishing the space (due to increased enrollment) and 3') Current information about I nth: Red School adding the elevator. I louse and a tour of the school were provided by Annie

23 Board of I du( ation, (:ity el New York. 'School IaRock. Building [memory: Age by I )ecades of all 9-3 Facilities." rs For a general history of the Dalton School. see (Ness York, c. 1981). Slarilyn Sloss Feldman, ed.. Da/ton Sehoo/ /9/9-19-9,60

2.1For a summary of sources about administration in Ii.ars, a Rook q.,tlenuies (New York: The Dalton School. this era see Joel Spring. 231.-235. See lie Eit.t Yar.. 19-91, 18981948 lor a sores of the New York City curriculum 36 Plans for the new building are illustrated and during these years, and tor a discussion of outlined in The euDalton Building(New York: 'Fhe

.\111erk..1111/.1t1011 .1`..1 stir\ Cy of the history of 1)alton School. n.d.). Assistant Headmaster Frank Urban l (location. see 1)as id B. lyack. HQ' One Best ,$)stem Carnabuci provided additional information and a tour of' (( 'ambridge. NIA. 19-.11. the Dalton School's 89th Street building. 2S W. K. I lu rtso t and C. E.. Dobbin. .sichtio/ r A brief history of the Ft h ical (Tulture Schools, /Int/t/tv, of dud I°morrow (NovYork, 19311, including Fieldston, is included in the school brochure. 18s -20s. /be Et/itco/ ( 'mitre re Schook 26Ibul 38 This scheme is illustrated in the brochtn 11.d, published for the Ethical 2- I01 .1 brief 0\ erVICW of Petkin's scork see Irk Apalllere ;11 m met tI Ias is and Karen I ;ied..Dici(!ht Heald l'o-,ktni. ( 'Moire I high School Building Fund. which also contains a .so, o.Nionait, and a me ,V4701 .1111,llecture long essay by Felix Adler on education. (Chicago. 1989): for the school designs by Perkin's firm see i9 Photographs of the completed buildings are l'nkm, hilow. Hamilton, FelmarnmalMuldiug. included in the undated school brochure lie /clean. (ChiLago.192S1. iducating /4?. Additional information ,thous 28I larrisim and Dobbin. 18's 219. I ieldston and the FI114".11 Culture %Chords lt,ts provided be 20I of sines s of teaching philosophies during this I /ire, tor of Public Relations Judith Rich. Loa. see Spent. 169 I .111d loosAlban. //OW /Oreber 10 Sonic of the ithOrk..16011, for the move are

NEW SCHOOLS FOR NEW YORK BUILDING AND LEARNING outlined in "The Nfose. Brole) Bu //east IV. no. An.bito-tural l'ausequences (New York: Educational IN:member 1928). 3- 6.be' Bt61,1,1 Bahll\'. no. 2 Facilities Laboratories. 1968) and Scboo/s Irirbour kV:Ws ihebruar 1929i subtitled "The New Schoolhouse (New York: Educational Facilities Laboratories, Number.- goes into great detail about the reasons for the illustrate their ideas. move, summarizes the piston ache school. and is 50 "Primary Sc ho()I P-380-K." (four-page brochure, illustrated with floor plans of the new building. 19-1). -IIFor a description of this trend nationally see 51 For general descriptions of the design for the Lisluenstein. 232-237. school, its philosophy, and New York City educators' For a discussion of die des clop:nem of the junior respons to Acorn..?ce Rita Reif. "All Around Them. high school see Spring, 214-219. The rationale behind the Things to Climb and to Read," The Nem York Times. 2 ere Mon of junior high schools in Manhattan is discussed in /tine 19-1, 18. and Janet Bloom, "Rock's Roll School," the 1.mt ran I'ear, 61, 94- 1(1('. Architectural Forum 3- (November 19.72), 56-61. A -13 A photograph, first floor plan. and brief detailed architectural description and design history can be des,. ript ion of the school are one of the compendium of litund in Mayers & Schiff Architects, "Description of the school and other public works projects in \X'. Short and Acorn School." undated typed text. Current information R. Stanley-Brown. Ptddic rib! te/nor 1 ',tiler the about the school and its programs can he found in "The Public Work,. Arlutinimetion, 193.3- /i9 ( \\a'sh ington Acorn School,- (school brochures both current and c. 1).(:., 1939). 196. Although the capacity in this text is 19-31 and was gained in an interview with school Director stated as 1,-110, Board of Education records state a seating bill Axthelm. capacity of 5.148. Files at the New York City Art Commis- 52 The brochures are reprinted in Charlotte V'insor. sion provide a chronology for the design of th school. ed.. Experimental Sehook Reisita Bulletinsthe Bureau of 44 Harrison and Dobbin. 10-. 131-135. This work Educational apm mous (New- York. 1973). features photographs and plans of standard types of 53 For a history of Mitchell and her work at Bank elementary. junior high school, and high school classrooms Street see Joyce Antler and Lucy Sprague Mitchell, The and administrative areas. Making ofd modem wt.., (New 11,, en. 198 Brief iSSee the New York (:fay Board of ducation's histories of the school are contained a series of undated annual report. All the ( /u/drot t19.0-19+1. 104.1-19455. brochures, Bank Street College of' Education. :I Brief The reports contain renderings of planned buildings and History of Bank Snyet and A Brielllistoty ()lank Street lists of atchnects who will design new schools. rolkye, both published after the school moved to I 22th

fib.Yeti York ..`choo/ Bui/div.s. /806-1956, Street. Preliminary plans, interior perspect is es. and includes renderings ofselection of proposed school descriptions of specific facilities (with their projected cost) buildings by Ness Yolk City architectural firms. for the 1 12th Street Building are published in an undated - B. Sumner I ;rtwen. "School Design in-the- fundraising brochure. Ban(' Snret. Further descriptions and Round.- lmermois,/,00/nmd I'I yrqn Iqin- 95=0. .1 Construction photograph are contained in Blink Street ..Banjo -flan School: tom/ Lorton 9- Colkqe of Education 1968 Annual Report. Current Nmeniber 19521, I_2_2- -1225. Kelly & (;tuien..Arthitetts. infOrmation about the Bank Street College of Education "Fact Sheet.- (2 pp.) outlines the building program. and the Bank Street School for Children can be found in including the mother and type of classrooms and the art Bank .Street Collige Eflucation, the /989 Amwa/ Mport work to be insluded m the building. and the school brochure Bank Street School fin. en. 18 lames Sanders. a graduate of P.S. c9. pros ided Additional inForniation and a tool- of the school sets information about the building's use. pros kW by I )ean Joan Lenedella, the head of Children's 49 A number of pamphlets published during this era, Program., notably those produssd by the I.dusatiottal I as Hilts.% 5,1Ellen Posner. -1Catning ter,,,/ labotatoi (.1 non profit otgamtation timndal I,s the I old kcconi no. 3 (Nlao.11 19891

I1111(1.111( ,11 11111,1 t d 1,1.111% opt-11. t1.1,1 )111, .1111.1 SC "Building Monks: An luiranwl Rnard I-- no,

di s c u s s e d Ilk.I Ichitin!1shipith110% IC .11.11111 Walsh 1989). 112I lc. ssoof the brochures, ly/tuatomai 56 Hie spirit and shape of tins school are (aptincd in

NEW SCHOOLS FOR NEW YORK !WILDING AND LEARNING PHOTO CREDITS

the recent film doctimentary lie (hddren'.c ,forefrant FIGS. t, 2. -'. 8. to, u, 11-15, 1--t9. 25-28. 30. 46 48 -Si, created in 1989 he Karen Goodman. There have been a 60,61. 65 New York City Board of Education number of articles published about the school and its Archives, Nlilbank Memorial Library, Teachers headmaster and flu:oder. Ned O'Gorman. Among die College, Columbia University more infOrmative are Amanda Gardner. "Heads of the rtes. 3-6 Courtesy of Packer Collegiate Institute (:Lasses. Fite ttho rule in Ness York City's private schools... FIG. 9 Photograph by Andrew Dolkart courtesy of the New .11,whattan. lue. (September 1989). 32: Carolyn Battista. York City Landmarks Preservation Commission "Self-esteem and nonviolence are keys at Harlem Store- rtes. 21-24. 42-45 Courtesy of The Brearlev School front School.- lb, Roston Sunday Globe. 30 July 1989. FIG. at Bank Street College of Education Record, Special B29: Joseph Hurley. "M -1e Came to Help Harlem's Poor.- Collections, Milbank Memorial Library. Teachers .VcroyLn. 13 June 1986. 2-3: Fred Hechinger. "Inner-City College, Columbia UniVerSity ( lassroom With a lesson to Teach." The New York Timm FIGS. 52-).t Courtesy of The Little Red School House 1- July 1984: Steve Lerner, "Harlem's Headmaster," Daily riGs. 35--)3 Courtesy Of The Dalton School ew., Sunday ,Vews Magazine, 2- May 1984. 11-12. FIGS. 39-41 Courtesy of The Fieldston School Current information about the school is available in The FIGS. 6- Courtesy of the New York City Art Chibh-en:s Storefiont. a brochure published annually by the Commission Archives school, and The Storefiont Journal. written by the school's FIGS.. 62-64. 66 Courtesy of the Department of students. Further information and a tour of the school was Construction and Design. Division of School given by Ned O'Gorman and the teacher and president of Buildings. Board of Education of the City of New York the Board of the Directors, Elsie V. Newburg. FIGS. 68-69 Photographs 0 Laura Rosen. Courtesy of \Vendy-Kneale Culbreath assisted in the research and Richard Darner & Associates drafted the exhibition text about the Children's Storefront. FIG. 7o, ^8 Courtesy of Richard Dattner & Associates S- Good Government Club "E" No. Public School ms. -I--; Courtesy of Mayers & Schiff Architects Buildings in Neu, York City. Their Condition as shown in FIGS. -4. -5. Courtesy of The Bank Street College of Official Reports. 1896. Education i8 Ibid. 12. FIG. -6 Photograph by Richard Mrstik 59 City of New York. Report on New York Public FIGS. -9. So Photographs © Jeff Goldberg/Esto, Courtesy Svc hoofs. Delays in their I ocation, Design, and Construction. of Richard Dattner es: ASSOCIateS Charles (;. Armstrong. Francis J. Armstrong. consulting FIGS. 81. 8s-8s Courtesy of Pier. Fine Associates. Architects engineers. 1913-1914. FIG. 81 Photograph by Ozier Muhammad. Courtesy of 6(1 National Civic Federation, New York and New Newsday Jersey Section. June 1921 (mimeograph). The Civic Federation included a number of women's service organisations such as the Women's :Municipal League. Civitas Club (Brooklyn). \Vomen's City Club. Council of Jewish Women. Public Education Association. I eague of Catholit. \Vonum. New York State Federation of \Vomen's (:lubs. and New York State Federationion of Business and Professional omen's ( 61 As cited in Jonathan Komi. Savage. hiegriabtres; rj,i/dten usmerna had, (New York. 1991). 1 19 -- l 62 Ko/01,1(16. Komi goes on to describe the print ipal's hopes for restoring the space to make it the soul of the school... 1.11boi I 'atoll'', -Si. hoofs arc for Children, Tuned Alva, (Nla Rh 19391

NEW SCHOOLS FOR NEW YORK " BUILDING AND LEARNING BIBLIOGRAPHY

1O1 BIBLIOGRAPHY

THE EFFECTS OF SCHOOL SIZE A1E1.1.0.101::R.. AND OTHERS. "Physiological. Social and DOLINSKY, DIANE, AND JEANNE FRANKL. "Small Schools Behavioral Consequences of Crowding on Children and Savings." New York: Public Education and Adolescents.' Child Development 50 (March 19-91. Association. 1992. ANDREWS, LLOYD NELSON. "Relationship Of High School EDELSTEIN, LAURIE. "Urban Community Development: Size to School Community Relations. Ph.D. Diss., The Bronx, with an outline of the history of Stanford University. 1958. community education in the United States and the BAIRD, L. -Big School. Small School: A Critical philosophy underlying this educational strategy." Yale Examination of the Hypothesis." Journal of Law School, Yale University. lAvailable at Public Educational Ps)chology 60. no. '4( I 964). Education Association, New York.' BAR.i:ER, ROGER GARLOCK. WI rn PAUL V. GUSH'. ET Al.. FISKE. EDWARD. "Lessons: Will new school buildings he Big Sc ,ol, Small School: High School Size and Student symbols of a new educational system?" New York Behavior. Lawrence: University of Kansas. 1962: Palo Times, 21 Feb 1990. Alto: Stanford University Press. 1964. FOLEY, EILEEN. AND PEGGY CRLL. Educating the At-Risk BOYER, E. High School: A Report on Secondary Education in Adolescent: More Lessons from Alternative Schools. New America. New York: Harper and Row, 1983. York: Public Education Association, 1984.

BURKHEAD, J. Input and Output in Large-city High Schools. . irative Dropout Prevention: An Investigation of Syracuse, NY: Syracuse University Press. 196". the 1984-86 Program in New York City. New York: CARNEGIE COUNCIL ON ADOLESCENT DEVELOPMENT. Public Education Association, October 1986. Turning Points: Preparing America's Youth for the 21.a FOLEY, FlIFEN, AND S. MCCONNAUGHY. TOU'ard School Century. The Report of the Task Force on Education of Improveinent: Lessons from Alternative High Schools. Young Adolescents. New York: Carnegie Corporation of New York: Public Education Association, January 1983. New York. 1989. FOLEY, EILEEN. AND DIANA OXI.E.Y. Effective Dropout CARNEGII FouNnaTioN FOR THE ADVANCEME.NT or Prevention: An Analysis of the 1985-86 Program in New TEACHING. An Imperiled Generation: Saving l'rban l'ork Oty: An Examination or Difflrent Program Models Schools. New York: Carnegie Corporation of New and Their Components with PEA Directions for York. 1988. Overcoming Obstacles to Success. New York: Public COLFSIAN, JAMES S., R. BREMER, AND (EHLERS. Youth: Education Association, November 1986. Transition to Adulthood. a report of the Panel on } iluth FOWLER, WILLIAM I. JR.. AND WALRERG. Ht.121114(1 I. of the President: c SCienee Advisory Committee. Chicago: "School Size. Characteristics. and Outcomes," in UniversityofChicago Press. 1974. Educational I: valuation and Policy Analysis. American CoNsoil IUM ON CHR AGO SCHOOL RESEARCH. "Charting Education Research Association vol. 1.5. no. 2 (19911: !Worm: The Teachers'l'uni." Reportl on a .Survo of 189-2(12. CRC Elementary .tichool Teachers. Chicago. 1991. GARBARINO, JAMES. "The Human Ecology of School CRIAN. RonFRE AND JACK K. SiltAss. Are Smaller High Crime: A Case for Small Schools.- In School Crime and Schools More or I ess Effective. Baltimore: ( Tenter for Disruption: Prevention Models. Washington, DC: Social Organiration of Schools. Johns Hopkins National Institute of Education, 19-8. University. Nlarch 1986. - "c,ome Thoughts on School Size and Its Elkus on

LAHR. "At Risk Students: \X'hat Teachersand Adolescent Development." Journal o/ Youth and Prui Irak ('am l)o." Iducational Leadership (Februar Aelede« ence 9. no. I (1980). 19891. GooDAD. lo0N. A Place Gilled School. Ness York: DRim oft . MHO I he Formation of ( ommunity Mc( 198,1. Pubic Schools: Findings and I lypothses." D, B. "Changing Perspective on Slit:, scale, and Adnimistrator Notebook 34, no. 4 (19901. Returns...Journalic(orionue I Irerature (19811.

NEW SCHOOLS PON NEW YORK SW. 11111110GRAPHY (0 r r FREI)St /N. (1.f). SawaSize and School Disorder. LOCIIRFY, W. "The Relationship Between the Site of Center for Social Organ iz,uion of Schools, Report No. Schools and Teacher Morale." Haverford College. 360. Baltimore: Center for Social Organization of Typescript. Schools, Johns Hopkins University, July 1985. MAIONF, V. "There's Danger its Numbers."New York kifivire Sawa Battsy: A /'ser's ManualOdessa, Newsday,8 June 1989. El.: Psychological Assessment Resources, 1985. MCCARF. JAMES, JR. "A Small School May Help a Dropout . An Assessmentof Delinqueng Prevention Stay In." Neu'Kirk Newstitg.23 August 1486. Demonstration with Both Individual and Etwironmenml McCA131-., JoAN GRIFFIN, AND DIANA OXLEY.Making Big Interventions.Baltimore: Center for Social High ,Schools Smaller.New York: Public Education Organization of Schools, Johns Hopkins University, Association, January 1989. July 1985. "The Shrinking, Schoolhouse." New York GRABS., Nt. "Big School. Small School: Impact of High Newsday, 12 July 1988. School Environment." Paper presented at the annual McPARTLAND, J., AND E. McDn.i.. TheUnique Role of' meeting of the American Educational Research Schools in rite Causes of Youthfid Crime.Baltimore: Association, Washington, DC. Nlarch 19-5. Johns Hopkins University, 19-76. Wutm cr.Enrollment Size and Educational MEIER. DEBORA!" "Little Schools for Big Dreams." New Effictiveness of the loner School.Summary of abstract, York Newsday,8 Sept 1988.

of studies on school site 1956-63. . 'In Education, Small is Sensible." Neu'York GRE.c,onv, TitosiAs B., AND GERALD R. SSD I'll.High Tiny,.8 Sept 1989. Schools as Communities: The Small School Reconsidered. Now YORK CITY BOARD OF EDUCATION.Design Bloomington. IN: Phi Delta Kappa Educational Academic Progress for the '80s.New York: New York Foundation, 1990. City Board of Education, 1983. D. "Survival? A Bigger School?"Independent Now YORK CM' BOARD OF EDUCATION.7-be Middle ;whoa Bulletin 31 (19-'2). Schools Task Force Report.New York: New York City FILINBUCH, SUSAN F., "Small Schools and Operating Board of Education, 1988. Costs." New York: Public Education Association, Oxt.sv. DIANA. "Effects of School Size, A Bibliography." 1992. New York: Public Education Association, 1987. I Its ;.A., Jr., AND I.. CORSINO. ai///iinii,g the P.Ikers of . "Smaller is Better."Ameriom Education(Spring Intro -Distriet l'ariatton of School Size and Resources. 1989). Chicago:Chicago Panel on Public Schou! Policy and . "The Relationship Between High School Sire and Finance. Mar& 1989. Risk of Dropping Out: Implications for Chicanos." IrtnAt IANF I GAII. "The Effects of School Setting. Paper presented at the Symposium on Hispanic Youth Visual, Space Attributes and Behavior on Eighth Grade Employment: Research and Policy Issues, Springfield, Students' Evaluations of the Appropriateness of \'A, May 1982. Privacy-Related School Situations." Ph.D. Diss., . Effective Dropout Prevention: The Case fOr I'rniversity of Michigan. 1964 Schoolwide Reform. New York: Public Education I.nev tCI. "School Sire as a Factor in the Adjustment of Association, MaY 1986. High School Seniors." Bulletin no. 511. Youth .Series DIANA, AND JOAN (iRIFFIN MCCA151.. /?eS071(//0"ing no. 6, State I 'ollege of Washington. 1949. Ne/Obarbond High SC//00/5:The Howe Plan .Solomon. I ismsAs-. PALA . "1 ligh School Size, Participation in NewYork: Public Education Association, lune 199(1. Altivltics, and Young Adult Social Participation: Some PII ImAN, Rolii.ki B.. Asm Print IL At.tdivtit. I. intim:the Huhn ing Flfects an Schooling."Educational of High School Size on Dropout Rates."Educational I. valuation and PolnyAna/rb 6, no. I (1984). Evaluation and PolityAnalysis 9, no. 4 (198"). -:?3,

NEW SCHOOLS FOR NEW YORK IHILIOGRAPHY PLAT t. K. Schools Within Schools: A Study of High School HISTORY OF EDUCATION IN NEW YORK AND Organization. New York: Bureau of Publications, THE UNITED STATES Teachers College. Columbia University, 1965. Bos'RNE, OLAND, W. The History of Public School R1-1-1412, M., B. N1AVGHAN, P. NlowristoRE, J. Dusros, Society of the City of New York. New York: William AND A. SMI1H. Fifteen Thousand Hours: Secondary Wood & Co., 1870. Schools and Then. Effaces on Children. Cambridge, MA: BIAL*MRERG. S rEm IAN. Going to America Going to School; Harvard University Press, 1979. The Jewish hnmigrant Public School Encounter in TIM1- ScuocsR. lasBE Ili B., DANIEL SCHORR. Within Our of:the-Century New York City. New York: l'raeger, Reach: Breaking the Cycle of Disadvantage. New York: 1986. Anchor Press, 1988. CREM1N. LAWRENCE. A. American Eduortion. The SHANRo, DAvio F. "Relationship of High School Size to ,Metropolihm Experience, 1876-1980. New York: Staff Relations... Ph.D. hiss., Stanford University, Harper & Row, 1988. 1961. . The Transformation of the School, Progressivism in SNIDR, V't1.1.1Am. -Personalizing High Schools." American Education. 1876-1957. New York: Vintage Education Week 8, no. 3 (1989). Books, 1964. TAMM1NEN. A.W., AND C.D. Mna.Ett. Guidance Programs Ct.BAN, LARRY. Hon- Teachers Taught: Constancy and and Their Impact on Students. Office of Education and Change in American Classrooms 1890-1980. New Pupil Personnel Services Section, Minnesota York: Longman, 1984. Department of Education, 1968. FEDERAL. WRITERS PROJECT. New York learns. A Guide to FURNER. C.. AND NI. THRASHER. School Size Does Make a the Educational Facilities ofthe Metropolis. New York: Difference. San Diego: Institute for Educational M. Barrows & Co., 1939. Management. 19'0. KAESTLE, CART F. The Evolution of An Urban School TYSON, I.C. "A Comparative Study of Teacher-Pupil System: New York City, 1-50-1850. Cambridge, MA: Relationships in Small and Large 11igh Schools. Ph.D. Harvard University Press, 1973. hiss., University of Virginia. 1957. NEW YORK CEPY BOARD OF EDUC.ATION. The NM Etfiy UNKS, GERM 0. MitiCrellfes in Curriculum Within a liwrs 1898-1948. New York: New York City Board of School Setting... Education and Urban Society 21. no. 2 Education, 1948. (1989). PALMER, A. EMERSON. The New York Public School WAGNER, ROBERE F.. JR., (chairman). New }itrk Ascendant: Being a History of Free Education in the City I) The Report orthe Commission on the Year 2000. New New York, New York: The MacMillan Company. York: Office of the Mayor, 1987: Kuper and Row, 1905. 1988. R.Avt RAI, DIANE. 7he Great School Wars. New York: Basic --. Report to the Commission on the Year 2000: Books, Inc., 1988. Progress Toward Implementing the Recommentbilions of SPRING, Jots.. The AnnriCan School 1642-1985. NOV York: the Commission. New York: Office of the Mayor, 1988. Longman, 1986. WICKER, A. "Cognitive Complexity, School Size, and Srit Es, HENRY R., ED. The History of Kings County Participation in School Behavior Settings. A Test of the he-Wing the City of Brooklyn. New York: WAX'. Frequency-ofinceraction Hypotheses." A Journal of Munsell & Co., 1884. Including "History of Educational Psychology 60,1969. Education in Kings County 1659-1883," 409-4 I Wic;:;IN roN, Et.to r. Sometimes a Shining Moment: The Fox and Tunis G. Bergen, "The Department of Fire Experience. Twenty l'ears Teaching m a 11,0 School Education," 609-618. Classroom. New York: Anchor Books, 1986. TvAcK, DAVID B. The One Best SysfrIll. Cambridge, NIA. Harvard University Press, 1974. WINS( m, ( :11A RI 011 E, Cd. ETCrinien/diSeboOlc ReliSited; lildh11113 of the Bureau orEducational Experiments. Ness. York: Agmlion Press. Inc..1 9"3.

1 5.

NEW SCHOOLS FOR NEW YORK /'S BIBLIOGRAPHY HISTORY OF SCHOOL BUILDINGS New Kirk 1930.New York: Rizzoli. 1987. Cu r% of NEs.x. YORK.Report on New York Public Schools, \X'ILLENSKY, 111.1.10T AND NORVAL WHITh. Guide to lars in their Lowtion. Design, and Construction. New York City.New York: Harcourt, Brace, ('furies;. Armstrong, Francis J. Armstrong. Jovanovich, Publishers. 1988. consulting engineers, 1913-1911. DiAst(s:Ds 11.1N, BARBARA] F.L. The Lamboaks of New I'64. SCHOOL DESIGN AND CONSTRUCTION New York: Harry N. Abrams, Inc., 1988. ANIERICAN ASSOCIATION OF SCHOOL. ADMINISTRATORS. Gout) GovERNsi EN I' CI sit "E" No. -. Public' School Planning American School Buildings: Report meth,. AASA Building, in New Ymk City. Their Condition as shown School-Building Commission. Washington,DC: inOfficial Relom.1896. American Association of School Administrators. 1960.

HANILIN, TALBOT. "Schools are for Children."PencilPoints .Ameriorn School Buildings: Twenty-Seventh (Nlarch 1939). Yearbook.Washington, DC: 1949. HARRISON. NV.K. AND C.E. DOBBIN. Seb00/Bilikiings of AMERICAN SOCIETY OF PLANNING OFFICIALS. N' Phyrieed Today and Tomorrow.New York: Architectural Book Forms forCity Schools.ASPO Planning Advisory Publishing Co., 1931. . Service. PAS report &235. Chicago: ASPO, 1968. JoDs:soN, CDARLES C. ".1 he Model School House."Worlds "Back to Bells and Cells?" Architectural Record (September Wiwk 12 (Nlay-October 1906): 7664=668. 1988): 100-113. 1.1cirrENslEIN. SUZANNE. "American School Buildings: "Building Blocks."Architectural Record177, no. 3 (March 1890 to 1920." Master's thesis, Cornell University, 1989): 112-115. 1985. CRVMPACKER. SARA SNYDER. "The Experience of School as NIAK YORK CI II. BOARD uF LIWCA HON.New I'ork School Place." Ph.D. Diss., University of Virginia. 1992. Buildings./806-1956. New York: New York City EDucArlONAI. FACILITIES LABORATORIES. The Cost Ofd Board of Education, 1956. SehOOthOUSe: A Report. New York: Educational Facilities

-. "School Building Inventory: Ageby I kcades of all Laboratories, 1960. 973 Facilities." New York: Ness York City Board of . Educational Chauge and Architectural Education.c.1981. Consequences.New York: Educational Facilities Report theArchitectural Commhsion.New York: Laboratory, 1968.

New York ( :itv Board of Education, 1938. .Schools WithoutMt//s. New York: Educational Rom Nsos:. Jot IN BEVERLY. "The School Buildings of New Facilities Laboratory, n.d. York." Arebireaura/ Record- (January-March 1898): - SCSD (School Construction System Development 359-384. Project): The Project and the Schools: A Report.New SEABOURNI., NIALCOI NI.ihe English School: Its Architecture York: Educational Facilities Laboratories, 1967. and Thganezation.1.3-0-18-0. London: Routledge & ENGElitARDT, NicRoi.Aus 1..Complete Guide fin- Planning Kegan Paul, 1971. New Schools.West Nyack, NY: Parker Publishing Co., SIABOURNF, NIAI Cin sl ANI) Roy I CAVE. The Eng/is/1 Inc., 1970. Sehook isArchitecture' and (hgani.-..ation. 11: GoEDBERGER. PAt.E. "And the Winning School is Smaller." 18-0-19-0.Boston: Routledge & Kegan Paul. 19--. Neu,York Times.2- May 1990. Sn . Amit NIARIE. "The TrueCharacter of New York IANDI FR, BENJAMIN. EconomicPlanning for Better Schools. .blic Schools," 14-(w/el's Work VII, no. 2 (December Ann Arbor: College of Architecture and Design, 1903): 1202-1221. University of Nlichigan. 1960. \ D-R. ('.11.1. "Public School Buildings in the City of "Islands of I earning (Five New U.S. Schools)." New York. American Architect andBudding Nri 93 Architecture:The AIA Journal(January 1991). 11-mary Nlarch 1908). BERNIAN, RACHEI. RADI 0. t;rblinEducational Facilities Sit it\ ( Si.SItI IN, %ND J. MANNI NGAI.E. Options: The Final Berm of the New York Citr School Ne 1;».4. 1900.New York: Rieic di. 1983. Space Stuely Committee.New York: Educational NII RN. R.A.M.. G. GIINIARIIN. AND T. MEILINS. facilities Laboratories, 1972.

NEW SCHOOLS FOR NEW YORK BIBLIOGRAPHY NIcQuADE, WALTER.Schoo lhouse. NewYork: Simon and "Schools as a Resource: (3) School and Community Joint Schuster, 1958. Use." Architects'Journal (21November 1984). MEIER, JAMES PACT."The Conversion of Found Space for "Small Heath School and Communit Centre, Educational Use." Ph.D. Diss., Columbia University, Birmingham. Architects 'Journal (30 September 19-8). 19-5. SMTEII, HERBERT I.., JR."A New Season for Schools." MILLER. CLAY, ED. P/A Plans: Schools.Supplement toP/A Architectural Record(September 1987): 87-101. Progressive Architecture (1992). TASHMAN, BILLY."A Teacher Talks About Our 'Fumbled "New Educational Buildings." Architecture Australia (July Schools."Metropolis(January-February 19911. 1990). \'IDLER, ANTHONY ANDJOSEPH CARUSO. Spaces for "New Learning Spaces & Places."Design Quarterly90/91 Learning: Environmental Quality and the Educational (19-'4). Program.A Report to the NeW York State Commission NEW YORK CM' DEPARTMENT OF CITY PLANNING. SUlphiS on the Quality, Cost and Financing of Elementary and school space; smut' facts about reuse. NewYork: New Secondary Education. New York: n.d. (c. 1971). York City Department of City Planning, 19--. WILLIANIS, CIACYE., AND GLENI. EARTHMAN."The NEW YORK STATE UNIVERSFIN DIVISION OF RESE.ARCI I. Impact of Selected Variables upon School Construc- A Review of studies of economies in schoolhouse tion Costs." Paper presented at the Annual Meeting of construction.1960. the American Educational Research Association. ODDIE,GUY.School Budding Resources and Their Effective Montreal, Quebec. Canada, 11-15 April 1983. Use: Some Available Techniques and Their Policy Implications.Paris: OECD, 1966. ORGANIZATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Building.fOr School and Community,

Vol. _3: States.Paris: OECD. 1978. PAssAN rIND, RicilARDJ. Found Spaces and Equipment fin- Children's Centers. NewYork: Educational Facilities Laboratories, 1972. PEARSON, CLIEEORDA. "Making the Grade."Architectural Record(January 19911: 91-105. PERKINS, LAWRENCEB., ANDWALIER D. COCKING. Schools. NewYork: Reinhold Publishing Co.. 1949. PERRY, CEARENcE A. Wider1.'se of the School Plant. New York: Russell Sage Foundation. 1910. PIERCE. DAviD.Saving Dollars in Building Schools. New York: Reinhold Publishing Corporation. 1959. POSNER, ELLEN. "LearningCurve." Architectural Record 17", no. 3 (March 1989): 107-115. "Provocative and participatory places." ArchitecturalReview (July 1990). REID.KI.NNEDi. ED. Scht41/Pid)1/1/Lig: The Architectund Record old Decade. NewYork: FAX'. 1`.adge Co., 1951. SAINV. ANDREW. Innards a SOL7a/A re/wear/re: The Role of SchoolBuilding iu Pmt-war England NewHaven: Yale University Press. 1987. "Schooling."The Anhaectural Review 11 3'r (September 199 11. 1551K' devoted tonewschools in Europe.

NEW SCHOOLS FOR NEW YORK .Y5, BIBLIOGRAPHY This book gives physical form to twoimportant ideals in education the significance of small schools inhelping children learn and the benefit! of integrating schools into thecommunity. Innovative designs arc

presented for six neighborhoods--Flushing,Harlem, Prospect Height:

Morrisania, Sunset Park, andWashington Heights. Although the

sites are in New York, theyreflect diversity in urban areas nationwide

New Schools for New Yorkincludes a discussion of why small school

are important, ananalytical essay discussing the designprojects an

specific features that offer the greatestpossibilities for use in New Yor

and other cities, and anhistorical essay on the design ofpublic an

independent schools in New YorkCity. The project's sponsors are th

Architectural League of New Yorkand the Public Education Associatio 1 010P..'

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