pi AMARILLO HIGH AMARILLO
HIGH
SCHOOL
IIM IMARRATlVE
JOHN JEIMKINS
IIT
BMHi 0^€AP>P
AC ^ T3> fill TABLE or CONTENTS Introduction
Backgroxmd 1
Client & Financing., 6 Site.... 7 conceptual Goals l6
Curri culum .....•..•.•...•.•»...••....••..•...17 A Day in the Life 22 Enrollment •.,.. ...•••• .24 Activities, 29 Relationships « 39 Equipment 52 codes , 56 Bibliography , 59
e INTRODUCTION The prime objectives in designing and building a new Amarillo High School is to replace the building de stroyed by fire, and to readjust the school's location to better fit the city's growth and development. This program is the first step in the design of the new high school. BACKGROUIMD
mimismmmmMmnnwy Location: Amarillo is located In the north central panhandle of Texas at the Intersection of U. S. Hi^way 287 and Inter state 40. The city is located on the county line between Potter and Randall Counties. This puts Amarillo at 35 14 degrees north latitude and 101 42 degrees west longitude.
History: The city of Amarillo was incorperated in 1889 and grew steadily from that time until 1964 when Amarillo Air Force Base was closed. The city experienced large population Jvunps from 1900 to 1910, from I93O to 1940, and from 1950 to i960. The population fell following the air base closing by -7.95Sfrom i960 to 1970, this meant a loss of 5097 people. The population projections for the Amarillo SMSA show a growth in 1975 to 164,800, in 198O to 185,200, and in 1990 229,000. The projections are based on the cohort survival method. w:g>
Amarillo High School was established in 1892 as Amarillo*s first high school. The existing building was erettted in 1922 adjacent to the central business district. Palo Duro Hi^ School was erected in 1956 in the northeast sector of town and Tascosa High School was built in 1958 on the west central side of the city. Caprock High School was built in 1963 on the southeast side of the city. A new Amarillo High School was allowed for in a 1964 bond issue, but plans were delayed because of population trends. Early in 1970 the existing building was partially gutted by fire and plans were resumed late in 1970.
Climate: The cllmatologlcal character of Amarillo can best be examined by studying the temperature changes, wind condi tions, and rainfall recleved annually. Amarillo recieves on the average 73^ of the possible sunshine, and during June, July, and August 11'^ of the total possible sunshine in recleved. Dtiring December, Janiiary, and Feburary however there: is only 68^ of the possible sunshine recleved. The average high and low tewperature for 1971 were 69 degrees and 43 degrees respectively and the extreme high and low were 100 degrees on July 6th and -4 degrees on January 5th. The coldest periods occur in mid-January and the hottest are in July.
Amarillo is subject to rapid and large temperature changes, especially in the winter months. Cold fronts from the Norhtern Rooky Mountain states and plains states aweep across the level plains at speeds up to 40m.p.h. causing drops in temperature of 50 to 60 degrees within 12 hours. Also low humidity and light winds prevent high summer tem- 5 y. perattires from being excessively uncomfortable.
The treeless plains of the area and absence of sheltering mountains, and the nearness to the paths of moving pressure systems t^d to cause strong winds in March and !|'?• April. The fastest winds are generally recorded in and '.]
y 'Pm-Ymwwisamamnfsih around thunderstorms accompanied by heavy rain and large hail.
The rainfall in Amarillo in 1971 was 23.04 inches and the snowfall was 25.9 inches. The average rainfall is 19.34 inches and three-fourths of this total occurs between April and September from thxmderstorm activity. An even snow cover is unusual because of high winds, bwt winter snowfalls average 13.4 Inches and this snow generally melts within a few days after it falls.
Terrain: The Canadian River flows eastward 18 miles north of the city with its bed 800 feet below the plains. The prairie Dog Town pork of the Red River flows southeastward about 15 miles south where it enters the Palo Duro Conyon. The terrain rises gradually to the west and northwest and the treeless grass lands slope steadily downward to the east and southeast. Soil in the Amarillo area is chestnut loam
4- -M?it?{i!fJ-J-« -p'^^nrmmmif?mff interspersed with gray and red loams, all overlying a sub stratum of caliche. j5
CLIENT & FIIMAIMCING The client for the new Amarillo High School is the Amarillo Independent School District with Mr. Robert Ashworth acting as chairman. Mr. Ashworth will be acting in and for the school district.
The financing for the new school was begun in 1957 when a site was ptirchased in southwest Amarillo from Quen 3p.be Investment Company. The purchase price of the site was $51»'*'^5.00 for a 35 acre site. In 1964, a bond issue was voted on and passed hy the citizens fo Amarillo for the sale of general revenue bonds in the amount of $8,250,000. These bonds were to finance a new Amarillo High School building, one junior high school, and one ele mentary school. Insurance money collected on the damages from the fire totaled $1,450,000 and money from the bond issue to be used for the high school was |4,000,000. The total of 15*450,000 is available for the construction of the new high school building. , /.wv •^-^.•35^^"- •>^'i vryAyy'.''%i
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jg- V-' AS is the pattern in west Texas, Amarillo though losing in population from 196O to 1970 was and still is growing to the southwest. In 1964, Amarillo Air Force Base was closed, this cost the city some 8,000 isr force personnel plus related civilian personnel. In spite of this, the south west section of Amarillo especially the part in Randall County has continued to grow in area and population (map #1). Now, these portions of the city also have some of the highest densities of population and high school students population in Amarillo (maps #2&3).
The site of the present Amarillo High School build ing, as stated before, is adjacent to the central business district, with the three other high schools in the sub-urban districts. Palo Dxiro Hli^ Schoolls in the northeast quad rant, Caprock is in the southeast quadrant, and Tascosa High School is in the west central section of the city (map #4). With this distribution of high schools and the growth trends being as they are, the southwest quadrant is faced with oVercrwdlng at Tascosa and no apparant end in sight. There* fore a new high school is needed here and for future: expan sion.
Selection of the site for he new high school is of utmost importance. The location of a high school is as critical as the actual design of it. A criteria for site selection is listed belowi
Characteristics of environment A. Freedom from 1. business areas 2. railroads 3. airfields and airstrips 4. factories 5. through highways B. Good housing area- C. Free from futtire contamination II. In harmony with commtuiity plan A. Accessible for adult use B. Pits patterns of other school locations III. Accessibility A. Safe approach by all means of transportation B. Within 2 miles walking distance IV. Site characteristics A. sood drainage B. Free from unsightly structures C. Good views at close rnage and from a distance D. Surface easily adapted to various uses E. No excessive fill, rock, or subsurface water conditions V. Utility services A. Near acesslble water, gas, and electricity
The site selected by the Amarillo Independent School District in 1957 is at the intersection of Bell Av enue and Fulton Street (map #4). This stie fulfills all the criteria for site selection. The site at Bell and pulton is in the extreme southwest section of Amarillo. The physical characteristics of the site are typical of the entire Amarillo area. The site is basically flat with a slight slope f^rom northeast to southwest (map #7). Surrounding the site on the nortlwe«t-* north,-northeast, and east is a new housing district, and to the southeast, south, and southwest the land is un developed with plans for more residential building in th^se directions. The site for the high schoolwas outside the city limits, however this was recently brought into the city and zoned agricultural restricted. According to the City of Amarillo planning Department, a high school can be built In any zone except heavy Industrial.
The new locationof the Amarillo High School will facilitate new school districts. Amarillo High will include the far southwest cori^r of the city, with Tascosa recieving the western and northwest portions, leaving Caprock and Palo Duro High Schools virtually \mchanged (map #5). >OPULATION TRENDS
Tracts losing population I'rom 1|960 to 1970
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'i * ^''-"'^XfAj 1 •c \ Iff- ^P -'^'' -J%^y ' The Amarillo Independent School District has laid down a set of conceptual goals that they wish to accomplish by the construction of every new school. These are; 1. The school should serve as a catalyst to the com munity as a social, civic, and educational center. 2. The school should provide all necessary facalitles and other amenities required for a complete educa tional experience on all levels. 3. Since motivation of the student is vital; educa tional processes should be adapted to the individual, 4. Equal opportunities should be provided for both academic and vocational education* 5. The student should be urged to get involved in his own education, setting his own goals, devising his own procedures, and learning from the experiences. The physical design of the school should openly reflect the significance of the above parameters in the programming and design phases of the school. 5 i-^_* " »7l.*-« •> ' The Amarillo Independent School District has set forth a curriculum for A>»arlllo high schools, which they hope will make available to every student every possibility to educate himself in any field of study he desires to pursue. Each cotirse in the curriculum is designated by a course name and two character number- The first number represents the suggested year in which the co\irse should be attempted, as English 31-32 in the Junior year; the second number is re presentative of the first or second semester of the school year. A coiirse with 0 as the second can be taken at any time provided the necessary prerequisites are met. CURRICULUM Lang\iage Arts English: 21-22, 31-32, 41-42 vocabulary 40 composition 40 remedial English 40 JOTirnalism 20, 30, 40 speech 20,: 30, 40 debate 20, 30, 40 Foreign Language French 21-22, 31-32, 41^42 ;T Foreign Language (cont'd) German 21-22, 31-32, 41-42 Italian 21-22, 31-32, 41-42 Spanish 21-22, 31-32, 41-42 Latin 21-22, 31-32, 41-42 Mathematics algebra 21-22, 41-42 geometry 31-32 trigonometry 40 analytical geometry 50 introduction to calculus 50 general math 40 Social studies world history 21-22 American history 31-32 Texas history 40 government 41 economics 42 Science general science 40 biology 21-22 chemistry 31-32 physics 41-42 Art art (general) 20, 30, 40 applied design 20, 30, 40 ceramics 40 graphic art 40 painting 20, 30, 40 sculptiire 20, 30, 40 Music band 21-22, 31-32, 41-42 orchestra 21-22, 31-32, 41-42 choir 21-22, 31-32, 41-42 Wood shop 20, 30, 40, 50 Metal shop 20, 30, 40,,50 Auto mechanics 20, 30, 40, 50 ,^uto body repair 20, 30, 40, 50 R. 0. T. C. 21-22, 31-32, 41-42 Physical education P. E. 21-22, 31-32, football basketball track baseball golf tennis Home economics foods and nutrition 20, 30, 40, 50 sewing 20, 30, 40, 50 Life sciences psyoology 20 sociology 30 anthropology 40 Drafting 20, 30, 40, 50 Typing 31-32 m Bookkeeping 31-32 Office practice 20, 30, 40 Vocational agriculture 21-22,31-32, 41-42 The Amarillo Independent School District, the ad ministration of the high school, and the State Board of Ed ucation all go together in designing the curriculim. The State Board of Education requires certain courses for grad uation, and the school district requires certain courses. A mlnlmtm of l6 3/4 credit hours is required for graduation by the school district. To make up these 16 3/4 credits, a certain n\mber of hours of English, social studies, sciences, math, and physical education are needed. The required cotirses and number of hours in each are: 3 1/2 credits of English 3 1/2 credits of social studies 2 credits of mathematics 2 credits of foreign language 2 credits of science 3 credits of electlves -3/4 credits of physical education. zc tititeB ffiiCTSfriVrmffan ^ygaggr (('pti rzi-'iti* „ '«ji.:M .5 ..ruLrai^c iiiL ^CL^ :^i Approximately 4 1/4 of the 16 3/4 credits are completed in the freshman year (9th grade), which is Included in the Junior high schools. z\ A DAY IN THE LIF Normal school days for high school students con sists of six one hour class periods, a half hotir lunch ^period, and a half hour 'homeroom* period. The six class periods start at 8:30 a.m. and run tintil 3:30 p.m. Homeroom la from 10:30 to 11x00 a.m. for all students, and is used for ad ministrative procedures, assemblies, or for individual stu dent study time. The lunch times are run in three shifts with the first at 12:00, the second at 12:30, and the third at 1:00, The fourth claSs period and the lunch periods divide the time from 12:00 to 1:30. The sixth period of the dajr is used not only for classes but also for extra-curricular act ivities where calssroom credit is given such as varsity sports. Administration officials and faculty are required to be in the school by 7:45 a.m. and the students must be in their first period classrooms by 8:20. At 8:20 a bell sounds, at which time the principal makes a few informal announoe- ments-eoncerning special activities f^r the day or the week. At the conclusion of these announcements the actual class begins. Again at 9:25 anojbjier bell sounds signaling the end of the first period; now the students are allowed five min utes to proceed to their next class whereupon yet another bell rings starting the second class period. This pattern continues through the day until 3:30 when the final bell rings ending the day. Typical schedules mi^t read as follows: time of day student A student B 8:30 to 9:25 history geometry 9:30 to 10:25 English biology 10:30 to 10:55 homeroom liomeroom 11:00 to 11:55 P. E. English 12:00 to 1:25 algebra history 1:30 to 2:25 home making woodshop 2:30 to 3:25 Latin football z^h^ •j>4^ J t# •"** ,**^ *^ -r 3&jt^ -r*** .'—'^^.'^7=2^*^ J" \ jr- P fvii -.^y>- ^^ ijy.^ IMT •^ f#i'' Under the present districting, Amarillo High School's district encompasses the central and south central areas of the city- This area includes all of one Junior high school and 75% of another, giving Amarillo High School an enroll ment of 1690 students. Tascosa High School's district takes in the west and southwsetern portions of the city. All of two Junior high schools and 255^ of another are included, giving Tascosa an enrollment of 2174 students. The north and northeastern parts of the city are in the Palo Dxiro High School district, p&lo Duro recieves the students from three Junior high schools, totaling 1522 students, caprock, the smallest in terms of enrollment, has 1278 students from one Junior high schoolln the southeast portion of the city- (map #1) With Amarillo High School in its new location, new school districts will be necessary. Amarillo High will have the southwest area of the city; south of 3^th street and, west of Washington street. This will give the new high school r4 all of the new Junior high school and 50^ of three other Junior high schools. This will not alter the enrollment greatly imtil the 1975-76 school year, by which time the enrollment will rise to 1750 students. The enrollment will become stable after reaching this number, (map #2) Breakdowns of Jiuxior high schools and enrollment are given below. Enrollments A.H..S. T.H.S. P.D.H.55 . C.Hr.J (1958) (I956) €» (196. 1950 1400 i960 1575 13^2 1086 1970 1690 2174 1522 1278 £1 1972-73* 1489 2457 1483 1722 1973-74 1595 2536 1486 1779 1974-75 1720 2604 1426 1792 1975-76 1752 2601 1412 1753 1976-77 1736 2593 1450 1751 1977-78 1793 2547 1458 1732 * Amarillo independent School District projections ^^'J Junior high schools distribution Present putiire Amarillo High School Amarillo High School Fannin Bonham (new Jiinior high) Austin 75^ Fannin 50^ Austin 50^ Tascosa High School Crockett 15 Ojg Crockett Houston Tascosa High School Austin 25% Austin 50^ Crockett 50^ Palo Duro High School Houston Horace Mann Travis Palo Duro High School North Hleghts Horace Mann Travis Caprock High School North Heights Bowie Caprbck High School Bowie Fannin 50^ • Ii z^. ipsTlNS SCHOOL DISTRICTS AMARILLO H. S. DISTRIQa:^ PAE-Q DURO H. S TASCOSI H. S. CAPROCK AMARILLO 1970 CENSUS TRACT MAP City Limits Highway Dept. Traffic Study Area 2?, ass J c .- .- in rs tf 00 CO coo5cnoencMinco'*cocM05i^w«-(Ofl-«. cn in o -^ ^ ~ incoeDeD05.-cococ<^a5coo^SSWSS 00 in ^r •. CO CO. CM CM. in >". •* ^. t^ °l "=f '- ° o o f\ <^. c'' >- •- S n " ( „•_:*„• —.' .^r .^r .^r -*',«_•-*•'«_*__' m" M (N in co CM c>j ^ .- .- t- .- co *- «- p CMCM.-CNCOCO inCO.-TtTtC0 >-"r-"(M"oo', co" CM T- CO q- CM M CM" ^" n P t" co" >-""- co" co" >-" «-" o" 2 £ 05 "»^incMr^CMCM«j'Cooeoi^^op»co .-r~-u5CMi^cMenr~coiDenooeoTto505 05O. 05CD05Or^C0P^. CMP*., coo COCM' co""-" CM" t' in" in" CN" ^t" co" CM" u (D u H i/i 3 f8 ^ X « p»ocneD05r^eDcocM^coeDmo.»co +.(Q' 3 •O. ocMincoc35CD05oooocDOr^cMr^in p^cMr«T3-o.-^0>-r^cD.-ini-.-r~CMCMCocncocoini^CMCoo CD O05eD05C:5X'-C0lDO'»eDC0t-05O a. o T v-T-eDco>-^iDCMCMcocMinr~c3co CMP~coinco^oc^'!)-cj)OCDencn.-coTT-c:5^r~^iDCM.-co.- co in in "". '^. ^. °. " "l", in CO. ID CO CD. r-. o CO. V- t ^ o. o in CO. CO ^. CM co co .- ca in .- o ' ro eoo.-oor~co «s- .-ino5rM, n' m CO rr r-" CM" CO" CO" ro" in" co".-" r- ^ T CO '- U CM .»" CO CM" in" CM" .-" CM" CM" ^" r-" T-" m c ; r- CM CO CJ 2 ooooSgg|§|?^^^J^S^22a5SSSSS^SS|5^22?222? o o ^ o T-CMCo^incDr~.ooa50'-CMcofincop.coffl jj O H 0. O O O O O O O O O ^ ^ *" •— *" JTi rvj ^ CNCMC>JCMCNCNCNJCNCNCNrMCMCNCMCN(NCNCNl^ 05 o I- V PUTUBE SCHOOL DISTRICTS AMARILIO Highway Dept. Traffic Study Area '?V L J co05c:50g5CMiDco300CMg5r^«-«-n«-» locoeDeoot-coooc'ScnroOTrdSySSj: II o r ID <* in CM o. ^. - q q o r-, CO, M " ;: S S § ^ 0) f"- ? rJ co" CM" r-" P5" ^" CM" CM" CM" TT" CO" r-" ^" CO" r-".- CO CO CM in CO CM CM ^ ^ -- ^ -- CO r- ^ oCM CM >- CM CO CO ID CO f- ^ rr CO ,-\_" (vf (J- ^• • Il ^r^ocor»oocMiDeoeNcoo5rM.-rMcocMCM^cDCD^g50P;or;r;eoococDcgcDincogino)r-coj: TVincMr^CMCM'a-ooocDr-wor^co v-oo cDcocoeoo5rMrv u (D w h- l/l 3 iS g X Ce n CO rt ,- CM CO CO CO in CD T- CM rr n" CM" in" CM" .-" CM" CM" rf r-" X n co" CM" V 5ooSooooo2:=J^"2!f?!E:;'»°>Or;CNco^iDcp^roo50r-rMc«5TtincDr-rao50-cMco o '-CMco«-ineor~-rooio«-CMCo*iDCDr-ooo> oH a. CMCNCMCNeNeNCMCNCMCNCMCMCMCMCMCMC^C^in o I- )- 'I ?l. ^f ' y' ^^ ,-^y > «••> C^*:, ^ri @#'V 'lli^ !: --m S* 7i> The range of activities and functions of the school appear to occur within the boundaries of these four general levels and several sub-levels. The four primary areas are (1) administrative, (2) academic, (3) physical, and (4) public-use. The sub-levels of these four are (1) administra tive; student oriented, public oriented, (2) academic: college preparatory, (lab and non-lab), vocational preparatory (lab and non-lab) , (3) physical: currlcular and extra-curricular, and (4) public-use; service functions, and cultural uses. TO establish an accurate perspective of the rela tionships decerned within the school, it is necessary to out line the importance of each of the four previously identified general areas of concern. The administration is the central directing element of the school. The administrative facalitles will include all necessary managerial and secreterial offices spaces, counseling spaces, conference spaces, workrooms, lounges, storage rooms, and attendaht'supportive facalitles. ?T I The establlshmefat, implementation, co-ordination, and up grading of the curriculum will be the duties of the admin istration. The function of the academic portion of the school Is to provide a suitable arei^a for the implementation of the curriculum as set down by the administration. Also enabling the student to become Involved with his own education by set ting his own goals, designing his own procedures, and gaining by his own experiences. The function of the physical portion of the school is also to provide a suitable arena for the Implementation of the curriculum, but in this case a true arena will be required. The student should also be urged to become Involved in his own development in this physical sense. The public-use catagory Includes all facalitles and programs provided especially for or used Jointly with students by members of the community at large or established ?i£> organizations within the community. All types and -degrees of adult Involvement (non-faculty and administration) in the currlcular, extra-curricular, or non-currlcular activities sponsored by part of the regularly scheduled" school program would be considered part of this catagory. The next step will be to examine the spaces re quired by the aforementioned catagories. Thpse spaces should reflect the Ideals put forth in the conceptual goals. These spaces fall into five general areas; of concern. The areas of concern are: (1) administration, (2) Instructional, (3) activity areas, (4) service areas, and (5) other building considerations. A further breakdown of these areas reveals some of !i the specific spaces required. I. Administration area II. Instructional areas A. Classrooms B. Laboratory and shop areas III. Activity areas A. Cafeteria B. Auditorium C• Gymnasium D. Out door facalitles IV- Service areas V. Other building considerations A* Climate controlled building B* Lighting values C. Mechanized teaching The areas along with the ciarriclum will precipi tate a certain number of spaces within the school. Special ized spaces within some of these spaces will become apparant and theise will be listed in conjunction within the generalized spaces required. Spaces Required e^- Administration Principal's office Assistant principals* offices seoreterifiul offices or areas faculty offices counselors offices deans offices conference spaces public and student waiting areas <«|': Adml ni s t r.-* t \ tM \ (e©ft%«a ) rest rooaa adml nl • t rat 1 v c» a t.»«n n <= record •tox>ag« coat room instructional ar«ai Classrooms f^ '-r i-\8tSs*riBv\s lllftrAtuf'ft fortiori Jan<»u*scp m«th9ffliiti§s phyflltsa ©h«»lst?y bloloff f/OV^rrirarri'^ history of ri. i i •vfe.!, ,v, •C.'ivn* i 4J*.e.e.i'.;*,' ,Ji'.'iJV."^it' ^^(f-\'- *. • 5> #<^ Instructional areas (cont'd) Laboratories (cont'd) # of laboratories biology 2 foreign language woodworking metal working auto mechanics auto body repair radio and T. V. office skills typing bookkeeping drafting home economics Activity areas Cafeteria dining area snack bar kitchen food storage equipment storage general storage Auditorium lobby area ticket sales office concession areas rest rooms (public and private) offices storage seating area stage area costume storage prop storage Activity areas (cont'd) Audit or iiim (cont'd) general storage dressing rooms (male and female) rest rooms Gymnasium boys' and girls' dressing rooms offices mens and womens lockers areas showers areas tlolets areas storage public rest rooms Out door facalitles football fields track facalitles baseball diamonds tennis co\irts Service areas Mechanical spaces heating and A. C plumbing electrical Mechanical chases heating and A* C. plumbing electrical There also exists within the school some special areas^ and spaces that require additional attention. 3^^: Media-Center check-out desk volume stacks card Indexes conference spaces offices spaces (llbralan and asst. llbralan) storage rest rooms Band and Orchestra offices workrooms practice rooms (individual and group) Instrument storage uniform storage general storage rest rooms Foreign Langtiage tape labs tape storage Biology SKall animal storage microscope storage speclman storage equipment storage green house Chemistry chemical storage material storage equipment storage Physics photo darkroom Physics (cont'd) material storage equipment storage Home Economics kitchen mock up living and dining rooms mock ups sewing areas nursey mock up supply storage equipment storage Typing supply storage typewriter storage Bookkeeping file storage , supply storage '' equipment storage Office practice office mock up file storage Arts and crafts work area drawing and painting areas kiln area material storage tool storage equipment storage Drafting print area equipment lock up area material storage woodworking assembly area material storage tool storage equipment storage Metal working sheet metal forming area compressor rooms or areas material storage tool storage equipment storage Auto mechanics garage area parts storage tool storage equipment storage Auto body repair glazing area upholstry area painting area tool storage equipment storage general storage t>B ELATIONSHIPS The next step will be to examine the relationships that exist within these three catagories, Causltlve factors in the determination of these relationships varied, however foxir major areas of inter-relation appeared to be dominant. These areas, by degree of influence, are (1) logistical, (2) acoustical, (3) academic, and (4) mechanical. All these areas are not apparant in each catagory but all do exist at sometime and some degree in the whole scheme. Relationships within the administrative catagory are not extremely complex. The spatial requirements are based on the actiial number of people to be located in the administration. Generally speaking, arrangment of functions within the administration can be handled as would any arrange ment of administrative offices and supportive facalitles. The relationships within the administration are prlmarly log istical and the relationships with the other areas of the school are prlmarly acoustical. Pi- The relationships within the Instructional areas of the school are considerably more complex than those pre sented for the administration. To begin with, one area that Indicates a wide range of relationships is the media-center. This media-center appears to be the nucleus for interaction amoung the instructional non-laboratory curriculum. This interaction indicates a strong phyxical relationship be tween the two. Due to the need for a quiet environment in the me^la-center, a strong negative acoustical relationship should occur between the media-center and all noise gener ators. Continuing through the instructional areas, strong relationships amoung all science labs existed on a mechanical basis and secondly on an acoustical basis. Similarly, strong relationships were indicated amoung the laboratory shop (wood, metal, etc.) situations; these relationships being prlmarly acoustical and mechanical. These are but a few of the relationships that exist, the remaining will be ex amined in chart form .at the end of this section. Relationships existing within the activity catagory are again not excessively complex. Astrong logistical re lationship becomes apparant between the gymnasitm and the boys' and girls' dressing rooms and shower area. Again a strong negative acoustical relationship occurs between the gymnasl\im and the media-center. Since physical education is a field unto itself, no relatlnshlp comes to light be tween the gymnasitim and the instructional areas. Relation ships within the activity area will again be exalmned in chart form at the end of this section. Logistical Relationships media-center to all academic classrooms administration to all faculty offices woodworking metal working auto mechanics outside service auto body repair to and vocational agriculture outside access auditorium gymnasium audit or iiun to all academic classrooms gymnasium to all academic classrooms J Noise Generators High intensity cafeteria auditorium music-band drama woodworking metal working auto mechanics auto body repair P. E. boys' and girls' P. E. locker roomd Medium intensity radlo-T. V- typlng bookkeeping choir LOW intensity home eoonomlcs 8u:ts and crafts physics Areas Requiring Insulation from Noise Generators media*»center administration offices classrooms choir i band-orchestra auditorium ^t Academic Relationships all academic classrooms to media-center classrooms to related laboratory drama band-orchestra to auditorium choir faculty offices to related classrooms Also a possible grouping of related courses in a selected section of the building. 44-, Mechanical Relationships atuo body repair to auto mechanics woodworking to arts and crafts metal working drafting to woodworking metal working auto body repair auto mechanics woodwoklng metal working special serlce home economics to connections audit or l\un (electrical) gymnasium physics labs HI chemistry labs 4^MM. iflfi 4g rf^ ION AREA RELATIONSHIPS ADMINISTRATION CAFETERIA GYMNASIUM AUDITORIUM OUTDOOR FACILITIEg> Hf'=5ATrv:M: CHBWISTRY" Bf6L66Y GOVgRNMENT HISTORY BOOKHaSEPING" OFFICE SKILLS LIFE SCIENCES HOME ECONOMICS bRA^-flNG • WOODWORKING METAL WORKING AUTO MECHANICS AUTO BODY REPAIR RADIO & TV CHOIR DRAMA Spfififift BAND & ORCHESTRA ARTS A (3RAMS EQUIPMENT Some of the spaces within the school require some types of special equipment to fulfill their role in the ed ucational processes of a high school. This special equip ment can best be studied^in tabular form....- Special Equipment Auto mechanics grease rack(s) engine overhaul equipment monitoring equipment compressor Auto body repair compressor body repair equipment painting equipment Woodworking saws drills lathes Jointers carpenters tools Metal working welding equipment cutting equipment forming equipment lathes drills planes ^z-Jr. Drafting drafting tables drafting stools print machine drawing tools Arts and crafts kiln work sinks pottery wheels sculpting equipment painting equipment Office skills adding machines typewriters typing desks file cabinets Bookkeeping adding machines file cabinets Typing typewriters typing desks Home economics stoves-ovens ^efridgerators sewing machines cooking equipment Physics light controls transformers special electronic equipment s-s- I Chemistry corrosion resistance desks corrosion resistance sinks natural gas connections Biology aqtiaria growing beds display cases microscope dissection equipment Foreign language tape recordars earphones tape players tapes Administration offices copying machines vault (record storage) special telephone connections public address system*to all spaces Caferteria food preparation equipment food serving equipment dlnlfag^ tables and chairs dish washers food storage equipment Auditorium theater seating stage o^ttain special lighting equipment ^^ GjanasliiB basketball goals volley ball nets gTBoastlc eqiili»eixt bleachers special plnabins conncetlons Kedla-ceeter volnae stacks reading tables and etaalrs display cases diq>lieatliig: nachlnes ClassroosBS ttarongbont the f llnHns will require sose gaaeral equlpaant sncb asr desk* (st'Odeindt and faculty), lockers, and •ending aadsliBes. 1?^ ^ %: s;l'k %'" «*.»'^ ,r'J'.>4 H >#l4 ^1 m - i. Requirements and restraints as per Uniform Building Code. Set-backs For type 1 fire construction there is no set-back re quirements on any side except the front, which Is 20 feet if there is no openings. If there is a protected opening, the set-back is to be five "feet, if the open ing is unprotected, the set-back is to be 20 feet. Location on site The school shall front directly upon of have access to a public street not less than 20 feet in width. The access to the public street shall be a minimum of 20 feet with anunobstricted right-of -way and maintained only as access to the public street. The main entrance is to be located on the public street or on the access way. The main assembly floor shall be located at or near the adjacent ground level if the accupancy is more than 1,000 persons. r<^Ji| Exit: (definition) A continuous and unobstructed me^ns of egress to a public way, and shall Include intervening doors, door ways, corridors, exterior exit balconies, ramps, stair ways, smoke-proof enclosures, horizontal exits, exit passageways, exit courtSi, and yards. Exit Requirements: No polntin an unsprlnkled building shall be more than one hundred and fifty feet from an exterior door, hori zontal exit, exit passageway, or an enclosed stairway, measured along the line of travel. In a building equip ped with a complete automatic fire extinguishing systems, the dlstanop may be increased to two hundred feet. If only two exits are required, they shall be placed a distance apart equal to not less than one-fifth of the perimenter of the area to be served, measured in a straight linje between exits. Where three or more exits are required, they shall be arranged a reasonable^ ^^ diatance apart so that if one becomes blocked, others will be available. For determining exit requirements the capacity of a building of portion thereof shich is used for different purposes shall be determined by the occupant load which gives the largest number of persons* Exits Required by Defined Space Type of area Minimum of two exits required where number of occupants is overj assembly area 50 classrooms 20 kitchen-commercial 30 library 50 school shops & vocational rooms 50 gymnasium 50 s-e BIBLIOGRAPHY ":^i^^^ BIBLIOGRAPHY 1. Robert Ashworth Superintendent of Schools, Amarillo Independent School District 2. Lamar Lively Department Head of Secondary Education Amarillo independent School District 3* Ben Moore Principal Amarillo High School 4. Ben Stone former member Amarillo Board of Education, Amarillo independent School District c-T i-i^ ADDENDUM llfesfi After careful examination of the conceptual goals section of the program, Mr. Stewart and I decided that these goals could best be realized by pursueing a different educational system. The traditional system of secondary education-Is too restrictive. Following extensive research and careful comparison, the Trump Plan was singled out as the most likely candidate. The Trump Plan coincided very well with the conceptual goals and therefore a detailed explanation of it will follow. under the Trump Plan, the traditional classroom and class time schedule is reorganized to make it possible for the student to acquire a more liberal education, instead of spending time in separate classroom lecture situations, all sections of a particular course are lectured at the same time. In other words, all the students enrolled In sophomore English would meet in the auditorium for the dis tribution and explanation of basic concepts and principles. After the lecture students would have an appointed time for another meeting in a seminar type situation for discussion and further explanation of the principles and concepts. After this seminar meeting, aoo the students would have a time of individual study and Investigation. Obviously under this type of organization, adjustments will have to be made in the classroom schedules. The time spent in lecture will be approximately 30^ of the schbol day and 20$g of the school day will be spent in individual study. This leaves 50^ of a student's time spent in the seminar gatherings, using this time schedule, the discussion times become the most Important, and this is one of the basic principles of the Trump Plan. Students learn more and faster If the opportxinity for guided discussion and individual investigation is made available on a regular basis following the lecture period. Certain advantages of the Trump Plan are now evident. The student is responsible more for his own education. With 205? of his time set aside for individual exploration and 50^ for small group Interaction, the student is more involved in the learning process. Students who were once held to the rigid traditional system are now able to pursue a particular Interest and are permitted greater latitude in their studies. This freedom would manifest itself in the studenjr being able to take more courses dui?lng his high school career and more freedom in the type and time of individual study. In terms of economics, the Trump planrwould lessen the number of teaching stations and therefore the nimber of teacher*; hours spent in the distribution of basic concepts. The duration of classes would also be shortened. With half of the class time spent in the seminar classes, students would have more meetings half as often. This would minimize the hazard of student loss of interest. It was because of these advantages and the conceptual goals that the Trump plan was chosen. To take full advan tage of these positive factors, the design of the school ! :fefrv must be adaptable to them. TABLE OF CONTENTS Credits Concepttial Goals • ....••. 2 Site. 3 Building Forms • • 4 Materials 6 Mechanicals ••• 7 credits TO Mr. Stewert, Mr. Clarke, and Mrs. Morris, i wish to express my deepest thanks for their constant help and encouragement during the semester. I .also wish to:express my gratitude to my wife and parents without whose undying faith in me none of this would have been possible. \ 1 ^«?j£f ^9 f 1°^' "-•^t- J5SK-' 1?; M'-'i' ^^ iS-'^ '•'.-•' ',-t .w.'HWf''^ r >Pj^ gg^^S^S^ The primary goal of the new Amarillo High School is to replace the old school that was gutted by fire. However there are severaloother goals that heeded to be achieved. These goals were listed in the original program, but in order to reacqualnt:ourselves with them, they will need to be restated brelfly. 1. The school should serve as a catalyst to the community as a social, civic, and educational center. 2. The school should provide all the necessary facilities smd other amenities required for a complete educational experience on all levels. 3. Since motivation of the student is vital; educational processes.should be adapted t6 the s student• 4. Equal opportunities should be provided for • ^ both academic and vocational education. 5. The student should be encouraged to become more Involved inhis own education, setting his own goals, devising his own pro6«dttr»s, sM lesffitflf from the e3iqperlefie«s« The physical design of the school should 0p§nlf r«fl§«e the significance of the above parammter** To examine how th« eoncepttml g&g^ls h«y# fe#efl *fpll#d in the design of the school« every »spe&t ©f th« d^sige isust be exainined* The site is e^set^UiHy fl«t with « f^tif lane asajor arterj on the «»st sM f««d«r str^^s ®& th$ other three sides» I positioned the ^iMiirs^ l& t^ is&fti^ vest Conner of the site In order to h#-re »&^^§s ^® t^ m^^^P artery Base t su&semA ^i®:s ttbe ons)^ level scheme was impractical, a two level scheme with one level part way tmderground was the solution. The lower level now half underground provides the low profile and also aides in tornado protection. In order to avoid extensive excavation the gymnasium, auditorium, and cafe teria were placed on-" ground sieve 1. This helped greatly in establishing zones of activity. The nucleus, the library and classrooms, has the highest sunount of activity and all the other spaces contain a lesser degree of activity. I decided that if the library were molded into a circular form, this would further emphasize the Importance of this core. Then with the auditorium, gymnasiiun, and cafeteria taking the forms required for their specific interior functions, the overall concept would articulate Itself more distinctly. In the administrative area of the school, I divided it into three parts: <1) administrators, (2) the disciplin arians, and (3) the counselors, imade it possible for the prlclpal and one assistant principal to concentrate strictly on the administration of the school. These two people have an office block adjacent to the audltorltim and main entrance lobby, making it possible for them to function Independently of the school proper. Another assistant principal, two deans, and a secreterial pool are in chsu^ge of discipline. Since discipline is a studenjt oriented activity, I placed these people within the academic nucleus. The three counselors are strictly academic guides and are to be lo cated adjacent to the study halls, in order that they be in close contact with the students during the individual study times. With the library: and classrooms in the strong central core, it becomes not only a core in form but also in actual operation. The library is now the eye of the core, limk- ing the classrooms directly to it. Now the library is a central tmifying space, providing the -^rital link between classroom Instruction and individiial study. Supporting this core are the gymnasium and auditorium. Both of these spaces are Integral parts of the design but both must take second place to the library. The auditorium is the center of all the large group lectures and the gym nasium is the center of physical education. The cafeteria and shops are supportive facilities also but in a lesser sense. Fjunctloning seperately and Jointly with the academic area, the cafeteria is the primary social space within the school. The patio and sheltered cotirts around the cafeteria also help in making thd spaee more oriented toward a social atmophere. The materials, that I selected for the academiccore, were selected to distinguish it from the other elements.. "Marblecrete" is white plaster on metal lath and channels with chips of marble blown in while the plaster is still wet. This will give the core a white crystalline character. The windows are mirror finished smoked reflective glass, to add to the crystalline effect. Li^t brown brick and white plasten-were chosen for the primary supportive units. These were chosen so that Imlght further articulate the different elements. 6,\ Materials for the classrooms were selected to afford the greatest versltllity and durability. The floors are vinyl asbestos tile and the ceilings are suspended acoustical plaster. For the Interibr walls, l selected metal studs with two layers of gjrpsum board. These two layers of board provide a stlffer and cuts sound transmission to a minimum. The second layer of board is vinyl covered to serve as tack boards and for easier cleaning. The floors in the halls and library are terrazo with patterns to indicate the flow of students. I decided to use a hot and chilled water air condition ing system because of the many different zones of activity. The library will have its own mechanical spaces as well as each calssroom. One mechanical space each, for the audito rium and gymnasitua is provided. All the mechanical spaces will be equipped with fan coil units for converting the temperature from the water to the air that is to be circu lated. The cafeteria, shops, andband wing will be serviced by the central mechanical plant. BIBLIOGRAPHY 1. Beggs, David W., Decatur-Lakevlew High School APPgactlcal Application of the Trump Plan ,Prentice Hall inc. Engle- wood Cliffs N. J.r1964 2. Lamar Lively, Department Head of Secondary Education, Amarillo independent Schbol District 3. Steven Hamilton, Brasher, Goyette, and Rapier A.I.A. Lubbock, Texas SLIDES