SCHOOL ART FACILITIES DESIGN
Information on the design and planning of school and university art facilities, including resources on funding and art supply safety issues, compiled by the National Clearinghouse for Educational Facilities.
References to Books and Other Media
Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10
(National Center for Education Statistics at the Institute of Education Sciences, U. S. Department of Education, Apr 2012)
Presents selected findings from seven congressionally mandated arts in education surveys. These surveys were designed to provide national estimates of the characteristics of arts education in public K-12 schools for the 2009-10 school year and to allow comparison to selected estimates from an earlier study done in 1999-2000. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists.
Designing Your Art Room
Tips for designing an art classroom, ideas for organizing the classroom, arrangement of space and materials, and more.
AMA Design Southfield Primary School Art Room Makeover
(Alexi Marmot Architects, 2009)
Video of makeover of primary school in Ealing, which was televised by the BBC. The vision was to create a blank canvas, a flexible space where creativity comes from the work the children make and display. The double height space allowed the introduction of a mezzanine, to create on the upper level a flexible space for personalised learning, exhibitions and multi-media. Low-level storage and a washable work surface were created under the exterior windows and more storage under the stairs to the mezzanine. Suspended acoustic panels were hung from the ceiling, and an interactive white board with integrated projector fitted to the teaching wall.
Art Classroom Design.
(Goshen College, Goshen, IN , 2007)
Offers a checklist for school art room design that provides a minimum of features for art instruction. These are organized under the categories of display space, storage, lighting, darkening, windows, sinks, ventilation, kiln room features, doors, colors and surfaces, and flooring. 4p.
Environmental Health and Safety in the Arts: A Guide for K-12 Schools, Colleges, and Artisans.
(U.S. Environmental Protection Agency, Washington, DC , 2006)
Assists art instructors in complying with hazardous waste management, and to expand the focus of educational standards for the arts to include basic environmental, health and safety training information on the hazardous materials, hazardous substances, and hazardous waste found in various art mediums and processes. Sections cover hazardous waste management basics, hazardous waste generator requirements, and then dangers and safety suggestions for each of a wide variety of art and craft activities. Appendices offer advice on types of waste, best management practices, forms, and additional resources. 130p.
EpiCenter. Headquarters for Artists for Humanity. Demonstrating Low-Cost Sustainable Building Strategies and Integrated Design Process.
Kollmus, Anja; Neely, Dona; Kambli, Shubhada
(Massachusetts Technology Collaborative, Sep 27, 2005)
This LEED-platinum rated arts school for at-risk youth in Boston makes the connection between sustainability and the arts. The three story, 23,500 square foot building is comprised of studios, a large gallery, and offices. This describes the design process, the construction process, site, energy, water, building materials, financial aspects, education and outreach. 32p.
Design Standards for a High School Museum Resource Center.
(Dissertation, University of Georgia, Athens , Dec 2003)
Presents an investigative post-occupancy evaluation of five school museums using a facilities assessment instrument entitled "Appraisal Guide for a Museum Resource Center Building Program." This appraisal guide represented a model for a school museum. The appraisal guide and site interview questions were used as the framework for the gathering of data in this study. Two of the museums in this study were described as separate facilities within a high school and three were defined as separate facilities within a school system. One of the three facilities within a school system received the highest percentage score on the appraisal guide for being closest to the model. None of the facilities in this study had a dark ride, a separate conservation laboratory, an open storage area, or a shop section. All five of the museums in this study had in common the need for more space. The post-occupancy evaluations of the five school museums in this study described, judged, and explained the performance of each facility. The development of the appraisal guide and its use in the post-occupancy evaluations of the five museums provided examples on an item-per-item basis of design patterns that were adaptable to high schools. 299p.
Aesthetic Code in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia.
(Design Share, Inc., Minneapolis, MN , Oct 2001)
This article compares the messages contained in the physical environments of early childhood classrooms in Reggio Emilia, Italy, with typical early childhood settings in Canada and the United States. The article examines the classroom’s "aesthetic code,", i.e., the social construction created, consciously or unconsciously, by the classroom’s environment and its impact on student feelings and social perception. The author discusses how these "codes" reflect each culture’s image of the child, cultural values in general, and broad educational goals. Concluding comments explore the implications that these classroom codes have for art educators. 10p.
Facilities Guidelines for Fine Arts Programs. [Maryland]
(Maryland State Department of Education, Facilities Branch, Baltimore , Jun 2001)
This manual of facility guidelines examines the planning process and design features and considerations for public school fine arts programs in Maryland. Planning concepts and trends are highlighted followed by planning guidelines for dance, music, theater, visual arts, general education, and performance spaces. General design considerations discussed include facility accessibility, acoustics, climate control and energy conservation, indoor air quality, community use of the school, security and safety, and telecommunications systems. Appendices contain the requirements for fine arts instruction programs, Maryland arts organizations, and the Maryland State Department of Education standards for telecommunication distribution systems. 75p.TO ORDER: Maryland Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0098
Designing Space for Sports and Arts: Design Guidelines for Sports and Arts Facilities in Primary Schools for Dual School and Community Use.
(Department for Education and Employment, London, England , 2001)
This guide offers general design proposal guidance for sports and arts spaces in England's primary schools, where these types of spaces can be used by both school and community members. It presents case studies and detailed specifications for the multipurpose main hall. It also discusses ways to deal with dual use design challenges in order to promote higher design quality and allow for innovation. Practical everyday design considerations also addressed include security, accessibility for disabled persons, health and safety, and environmental issues. 21p.
Arts Education Facilities Planner for Grades 9-12.
(Public Schools of North Carolina, State Board of Education, Department of Public Instruction, Raleigh, NC , Apr 2000)
Suggests facilities necessary to conduct instruction in four distinct subject areas: dance, music, theatre arts, and visual arts. Discusses common facilities elements, such as sound management, sound isolation, acoustical design, teacher workstations, and performance facilities. Features teaching facilities for dance, music (general, choral, and instrumental), and support facilities. Covers the theater arts, including the black box arena and the laboratory/auditorium, and the visual arts. Sample plans and additional resources are included. 85p.
Arts Education Facilities Planner. Grades K-8.
(North Carolina Dept. of Public Instruction, Raleigh , Apr 2000)
This reference document for public school facility designers addresses arts education programs and the facilities that support them. Some sections focus on concepts and features common to most or all arts education subject areas, such as sound management, acoustical design, teacher workstations, and performance facilities. Other sections describe requirements unique to the individual areas of dance, music, theater arts, and visual arts. Concluding sections provide floor plans that illustrate spaces ideal for maximum implementation of the standard state course of study in areas of general and instrumental music, dance, and theater arts. Additional resources are listed. 51p.
Gaining the Arts Advantage: Lessons from School Districts that Value Arts Education.
Longley, Laura, Ed.
(President's Committee on the Arts and the Humanities, Washington, DC , 1999)
The report provides information about how school districts developed and sustained arts education in the face of the enormous pressure to prove the success of their schools by accountability measures that focus largely on reading, mathematics, and writing. It documents practices used by the school districts to address staffing, program, facilities, and resource needs. The central finding of this report is that the critical factor in sustaining arts education in schools is the active involvement of influential segments of the community in shaping and implementing the policies and programs from each school district. 93p.
How To Organize and Manage Your Art Room
Comstock, Charles W., Jr.
This guide provides practical information for the orderly distribution, collection, and storage of art materials. Hints for working with various media, creating basic art lessons, and managing cleanup procedures are given. The guide includes reproducible worksheets, schedules, charts, and other forms. A final section offers plans for construction of storage units and equipment. 114p.TO ORDER: J. Weston Walch, Publisher, 321 Valley Street, P.O. Box 658, Portland, ME 04104-0658
Art Accommodation in Secondary Schools. A Design Guide. Building Bulletin 89
Watson, Lucy; Wadsworth, Alison; Daniels, Richard; Wonnacott, Geoff
(Department for Education and Employment, Architects and Building Branch, London, England , 1998)
This document provides a framework for accommodation of art and design in British secondary schools, concentrating on the needs of 11- to 16-year-old pupils. Section 1 outlines the range of teaching and non-teaching spaces likely to be required and key planning issues. Section 2 describes each teaching and non-teaching space and illustrates furnished plans of typical spaces. Section 3 provides guidance on a typical range of furniture and suggests ways of using this to establish a flexible environment. Section 4 summarizes the main regulations, providing a reference for further reading and guidance on the lighting of art rooms. Section 5 describes new and adapted art departments in four existing schools. Finally, Section 6 covers general cost issues and includes a case study cost analysis. 62p.TO ORDER: HMSO Publications Centre, P.O. Box 276, London, SW8 5DT; Tel: 0171-873-9090
Art Safety Procedures for Art Schools and Art Departments
(Center for Safety in the Arts , 1998)
This online manual includes chapters on a health and safety program; hazard communication; emergency procedures; laws and regulations; general precautions; personal protective equipment; fire safety; waste management, and general safety.
Design Standards for School Art Facilities.
(National Art Education Association, Reston, VA , 1993)
The National Art Education Association (NAEA) began work on this general planning reference for school art facilities in 1989. The final publication represents the views of a broad-based constituency, including school districts and state education agencies. Photographs of existing facilities are used throughout the guide along with sample floor plans. Section 1, "Planning an Art Room: Introduction," sets forth standards for elementary, middle/junior, or senior high school art rooms. Section 2, "General Specifications," covers space; location; lighting; walls/floors; acoustics; sinks; security; barrier-free design; safety; and audiovisual equipment, computers, and multimedia. Section 3, "Specialized Art Rooms," includes facility requirements for photography, ceramics, kiln room, teacher office and work station, storage areas, resource library, and technology. Listed are sources, agencies, manufacturers, organizations, and state and federal offices that should be utilized for current data and information. 42p.TO ORDER: National Art Education Association, 1916 Association Drive, Reston, VA 20191-1590; Tel: 703-860-8000
Safety In the Artroom.
(National Art Education Association, Reston, VA , 1986)
Covers artroom health and safety hazards, precautions and protection, and curriculum and legal concerns. An appendix describes health and safety equipment and material sources. 120p.TO ORDER: National Art Education Association, 1916 Association Drive, Reston, VA 20191-1590; tel. 703-860-8000
The Arts in Surplus Schools.
(Educational Facilities Laboratories, New York, NY , 1981)
At the same time that schools are closing in many communities because of declining enrollments, the arts are expanding at the community level. The problem of surplus school space can be the solution to the needs of many artists and arts groups. Mutual to the arts groups and the communities are the benefits of flexible arrangements and the presence of desirable tenants who enrich the neighborhood as a community resource. Arguments sometimes raised against locating the arts in surplus school space center around obtaining top dollar for schools, occupancy restrictions, costs of changing occupancy, and fears that the arts are financially risky. These possible disadvantages have been overcome in 23 cases in a variety of communities that demonstrate a range of spatial, financial, programmatic, and governance arrangements, and a broad spectrum of arts uses. Guidelines are offered for carrying out similar projects in other communities. 35p.
Notes on Planning & Funding for School Arts Facilities.
(Paper presented at the Annual Meeting of the National Association of Independent Schools , Mar 20, 1980)
In planning for an arts facility for a private school, it is necessary to consider the proposal's appropriateness to the student body, curriculum, and community. An architect should be selected who is imaginative and considers the needs of the people using the facility. In general, spaces should be kept open and flexible and there should be more space planned for than is needed at the outset. The facility should include teaching areas, studios, a gallery, and performance areas. Enthusiastic financial support from alumni, parents, and friends will facilitate applying for aid from other sources, such as an arts commission or private foundations. 9p.
Arts and the Handicapped. An Issue of Access.
(Educational Facilities Laboratories, New York, NY , Nov 1975)
Focuses on the people and places now developing facility, planning, and program solutions that enable the handicapped to participate in the arts to their fullest potential. The appendixes contain resource material including partial lists of nature centers, trails, and fragrance gardens, and of agencies that are interested in removing architectural barriers to the handicapped and that have produced literature on the subject, and a selected bibliography on barrier-free design. 82p.
References to Journal Articles
Rose Center for the Arts, Lower Columbia College
Livegreen; Apr 2012
American studio Opsis Architecture designed the Rose Center for the Arts in Lower Columbia College, Longview, Washington, which not only meets the artists’ needs with a cutting-edge theatre and auditorium but is built with sustainability in mind. The center accommodates music, drama, painting and photography, and serves as a community centre offering a vast range of cultural programmes.
North Charleston School District Creates Its First Shared Campus
School Construction News; Dec 2011
Describes how the Charleston County School District participated in the transformation of an older neighborhood into a successful, sustainable community. CCSD engaged both the community and local government leaders, creating its own school master plan to construct facilities designed to attract young families and foster local neighborhood development. Details the design of the new 330,000-square-foot Center of Arts and Academics, located on a 55-acre abandoned school site in North Charleston, that is now a state-of-the-art arts facility and a community asset.
St. Louis Prep School Opens Completed Fine Arts Center
School Construction News; Nov 03, 2011
Chaminade College Prepatory School in St. Louis opened the doors to its new performing and fine arts center — a $17.5 million, 80,000-square-foot facility designed to support a variety of arts educational programs.
State of the Art Room.
School Construction News; , p12 ; Sep-Oct 2011
With easels for painting, drawing horses for drawing and flat surfaces required for collages, the varying curriculum in art leads to the question of how to furnish a classroom. Also discusses lighting, and computers in the art room.
The Diana Center, Barnard College.
Architectural Record; v198 n11 ; Nov 2010
Profiles this 98,000-square-foot, seven-level building that includes architecture and painting studios, exhibition galleries, a reading room, classrooms, faculty offices, a café, a dining room, a green roof, and, below ground, a 500-seat performance and event space as well as a 100-seat black-box theater. Photographs, plans, and a list of project participants accompany the text.
Richardson Visual Arts Center.
Texas Architect; v60 n5 , p64-68 ; Sep-Oct 2010
Profiles this visual arts center at Fort Worth Country Day School. Photographs and plans accompany descriptions of the dedicated painting, ceramic, and photography studios.
Student Services and Visual/Performing Arts Complex, Bay College.
Design Cost Data; v54 n2 , p36,37 ; Mar-Apr 2010
Profiles this multi-purpose building, consisting of a combination of renovation and new construction. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
Booker T. Washington High School.
Architectural Record; v198 n1 , p100-103 ; Jan 2010
Profiles this addition to a Dallas performing arts high school that connects to the restored 1922 original structure with generous studios and rehearsal spaces. Project information, plans, and photographs are included.
LASALLE College of the Arts.
Architectural Record; Nov 2009
Profiles this arts campus with classrooms, studios, offices, an art shop, exhibition space, student center, faculty lounge, library, and study pods. The complex occupies a full block in the heart of Singapore. Six entrances from four different streets make the building accessible to both students and the public. The exterior walls, made of aluminum and black stone, enclose a canyon-like interior surrounded by glass and steel volumes. Bridges link the volumes and serve as performance platforms. Project information and photographs are included.
American School and University; v82 n3 , p149,150,152-171 ; Nov 2009
Profiles 19 specialized educational facilities, awarded for their adherence to the stated goal of the facility, their ability to enhance learning, functionality, and sustainability. These include athletic, adult education, and arts facilities. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine s school design awards.)
American School and University; v81 n13 , p84 ; Aug 2009
Profiles Concordia College's Donald A Krenz Academic Center, selected for the 2009 American School and University Magazine Education Interiors Showcase. The project was chosen for its ability to integrate current and future technology, innovative use of materials, life-cycle cost versus first cost, timelessness, safety and security, clarity of design concept, and accommodation of an enhanced educational mission. Photographs and project statistics accompany a brief description of the project.
Yale University Sculpture Building and Gallery.
Architectural Record; v196 n11 , p162-167 ; Nov 2008
Profiles this new facility that achieved LEED Platinum certification while aiming only for LEED Silver. The complex triple-glazed curtain wall, displacement ventilation, and daylight dimming controls are explained. Plans, photographs, building statistics, and a list of project participants are included.
Elcid, Mario; Varga, Bob
Modern Steel Construction; v48 n9 , p25-27 ; Sep 2008
Profiles Western Michgan University's Richmond Center for the Visual Arts, highlighting its budget-conscious use of architectural steel, aesthetic intent, and adherence to American Association of Museums standards.
Tsang, Terry; Gidcumb, Gary
Modern Steel Construction; v48 n9 , p36-39 ; Sep 2008
Profiles Los Angeles' High School for the Visual and Performing Arts, with particular attention to its signature tower, which is part of the school's theatre.
Adapting Historic Architecture for the Arts.
College Planning and Management; v10 n12 , p36-38 ; Dec 2007
Profiles the conversion of 19th-century estate stables into art, historic preservation, and theatre teaching spaces at Salve Regina University.
2007 Architectural Portfolio: Specialized Facilities.
American School and University; v80 n3 , p194-236 ; Nov 2007
Profiles 33 outstanding new specialized school facilities selected for their innovation, sustainability, security, aesthetics, and life-cycle costs. These include art, performing arts, athletic, student health, service, K-12, science, and other facilities. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine's school design awards.)
A Not So Simple Building.
Building Design and Construction; v48 n14 , p49,50 ; Nov 2007
Reviews how the designers was able to wrap Yale University's sculpture building in a glass curtain wall, but achieve energy efficiency with sophisticated glazing and an innovative HVAC design that requires very little fan energy to move air.
Sam Fox Arts Center.
Architectural Record; v195 n10 , p104-111 ; Oct 2007
Profiles this new visual arts facility at Washington University, consisting of two new buildings that create a unified complex along with existing buildings, one of which was designed by the same architect in 1960.
You Can Always Hear the Music.
School Planning and Management; v46 n6 , p68-73 ; Jun 2007
Profiles the renovated and expanded Stivers School for the Arts in Dayton, Ohio. The historic 1908 structure was preserved and reused to "wonderful advantage," and at a cost lower than demolition and construction of a new facility. Partial demolition made way for new spaces that accommodate contemporary music education, and administrative and common areas were relocated to more accessible parts of the building.
A New Creative Learning Centre at a Girls School in Australia.
PEB Exchange; 2007/5 ; May 2007
Describes Brisbane Girls Grammar School's new Creative Learning Centre, conceived to group arts studies which were previously scattered across the campus and to serve all students as a meeting place and technology hub. The building is specifically designed to provide the most flexible and innovative environment for teenaged girls, having special regard for the way girls learn and interact socially. The unique design also helps ensure protection from Brisbane's hot and humid environment.
Architecture Minnesota; v33 n2 , p42-45,69 ; Mar-Apr 2007
Profiles the new Museum of the North at the University of Alaska. The structure encloses a boxy pre-existing museum and is design to emulate the jagged contours of glaciers. Plans, photographs, and a list of project participants are included.
A Delicate Matter.
Architecture Minnesota; v33 n2 , p30-33,62 ; Mar-Apr 2007
Profiles an addition to the Benedicta Arts Center at the College of Saint Benedict. The beloved 1964 structure was respected by the addition, in spite of the difficulty matching the unique exterior of the original structure. Plans, photographs, and a list of project participants are included.
Art and Design Studios.
School Planning and Management; v45 n7 , p54,55 ; Jul 2006
Describes the extensive additions and renovations that the Denver School of the Arts made to the higher education fine arts center that it bought, making it a highly sought-after venue for study. Proper adjacencies for performing arts spaces are discussed, as are lessons learned from the creation of this school.
Art and College History, Written in Stone.
Chronicle of Higher Education; v52 n34 , pB22-B24 ; Apr 28, 2006
Reviews the role and history of art museums on higher education campuses, citing notable established facilities, recent additions, and renovations. The evolving relationship of the university museum to curriculum and public outreach is covered.
2006 Notable Projects: Schools.
Architype Review; v1 n1 ; 2006
Case studies, including project description, project team, and photographs, of the following schools: Perspectives Charter School, Chicago, IL, Perkins+Will; Perth Amboy High School, Perth Amboy, NJ, John Ronan Architect; Community School of Music and Arts, Mountain View, CA, Mark Cavagnero Associates; Benjamin Franklin Elementary School, Kirkland, WA, Mahlum Architects; Lick Wilmerding High School, San Francisco, CA,Pfau Architecture, Ltd; Clifton Middle School, Monrovia, CA Osborn; Building 9, Wildwood Elementary School, Los Angeles, CA, Cigolle X Coleman; Architects; and Bronx Charter School for the Arts, Bronx, N.Y.,Weisz + Yoes Architecture;
Daniel Arts Center, Simon's Rock College of Bard.
Architectural Record; v194 n1 , p116-121 ; Jan 2006
Describes this new visual and performing arts center at an alternative private high school. The facility evokes modern and vernacular design, and blends in with its rustic New England setting. A listing of the design and construction participants, plans, and photographs are included.
Art Center College of Design.
Architectural Record; v193 n2 , p112-115 ; Feb 2005
Describes the conversion of a World War II-era wind tunnel building into an higher education art teaching facility. Windows and skylights were cut into the thick-walled, concrete walls and roof. Includes photographs, plans, and project information.
Facility Focus: Centers for Art and Design.
College Planning and Management; v8 n1 , p80,82 ; Jan 2005
Describes two new higher education arts facilities: The Arts & Humanities Complex at Florida Gulf Coast University, which serves 1366 students of art, music, drama, and dance. The Mount Holyoke College Art Museum and art building possesses art, whose security and environmental standards meet the highest standards for art display and storage.
Canadian Architect; v49 n11 , p22-26 ; Nov 2004
Reviews the avant-garde Sharpe Centre for Design at the Ontario College of Art and Design, Toronto. The building consists of a horizontal slab poised at 85 feet above street level on twelve colored columns, and contains new classroom, studio, office, and research space. Photographs, sectional views, and a site plan are included
The Art of Your Room: What Your Classroom Says about You
School Arts: The Art Education Magazine for Teachers; v103 n10 , p30 ; Sep 2004
In this article, the author talks about art in the classroom. He urges teachers to envision their classroom as a balance between inspiration and meditation, clutter and clarity, excitement and introspection. Remember that each student has a unique threshold for stimulation--what inspires one student to productive creativity may well trigger the next into unrestrained acting out. Teachers want students to approach an edge, a creative zone if you will, where motivation compels students to explore their world and express their understandings with passion and sensitivity. On this side of that zone is boredom; on the far side is chaos. It is along the safe side of that edge that teachers create.
Architecture; v93 n7 , p56-61 ; Jul 2004
Describes the recent addition to Toronto's Ontario College of Art & Design, consisting of a horizontal slab poised at 85 feet above street level on twelve colored columns. The addition contains new classroom, studio, office, and research space. Photographs, sectional views, a floor plan, building statistics, and a listing of the design and construction participants are included.
McGinley, Connie Q.
School Arts: The Art Education Magazine for Teachers; v103 n8 , p52 ; Apr 2004
The author of this article, an art teacher at Monarch High School in Louisville, Colorado, describes how her experience teaching in a new school presented an exciting visual challenge for an art teacher--monotonous brick walls just waiting for decoration. This school experienced only minimal instances of graffiti, but as an art teacher, she did see an interest in graffiti in student sketchbooks. This observation, combined with this art teacher's drive to improve the visual environment of the school led to the development of a wall art unit, focusing on graffiti and murals.
American School and University; v75 n12 , p107-08 ; Aug 2003
Presents educational exhibition space/galleries considered outstanding in a competition which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent 2 days reviewing projects, highlighting concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, area, cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date.
The Role of Permanent Student Artwork in Students' Sense of Ownership in an Elementary School.
Killeen, Jennifer Platten; Evans, Gary W.; Danko, Sheila
Environment and Behavior; v35 n2 , p250-63 ; Mar 2003
Sought to determine if the physical design of learning environments can foster a sense of student ownership in the learning process. Found that the stronger students' perceptions are that their artwork can be permanently displayed, the greater their sense of ownership.
Kennesaw State University, Visual Arts Classrooms & Offices.
Design Cost Data; v46 n6 , p21-22 ; Nov-Dec 2002
Describes the design of this Georgia academic building, featuring cost-saving solutions to a steep site. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
Mattin Center, Johns Hopkins University, Baltimore, Maryland.
Architectural Record; v198 n8 , p150-53 ; Aug 2002
Describes the design of the creative arts building named in the title, including the educational context and design goals. Includes information on architects, consultants, suppliers, and cost, as well as floor plans and photographs. Discusses how the modern structure fits into the campus.
Black Box Theatres: Cheyenne Mountain High School.
Binder, Robert D.
School Planning and Management; v41 n6 , p80-81 ; Jun 2002
Describes the design of the academic arts building at Cheyenne Mountain High School in Colorado Springs, Colorado, including its black box theater, art classroom, computer graphics lab, gallery, video production area, and chorus classroom.
Cheyenne Mountain High School Academic Arts Building & Natatorium, Colorado Springs, Colorado.
Design Cost Data; v46 n3 , p41-43 ; May-Jun 2002
Describes the academic arts and natatorium buildings of the high school named in the title, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a case study of construction costs and specifications. Also provides the floor plan and photographs.
Space Matters: The A+ Schools Program and the ABCs of Education.
McKinney, Monica B
Educational Foundation; v16 n2 , p77-91 ; Spring 2002
This looks at the need to include the design of school buildings and other physical aspects of the learning environment when attempting to transform pedagogy and make other systemic reforms. The article explores how deeply held cultural assumptions, physically manifested in how space is organized, allocated, and used in schools, influenced one elementary school's efforts to implement a voluntarily adopted arts-based initiative known as the A+ Schools Program. This article presents an ethnographic case study of Rolling Meadow Elementary School (a pseudonym) that illustrates the school's struggles and successes with two simultaneous and sometimes conflicting reforms, the A+ Schools Program and an accountability system mandated by the state, the ABCs of Public Education. The intent of this paper is to show how Rolling Meadow serves as an example of how reform implementation can introduce new spatial challenges and inhibit implementation.
Architecture Minnesota; v28 n2 , p30-33 ; Mar-Apr 2002
This article includes a description, photographs, and floor plans of the Fine Arts Interdisciplinary Resource (FAIR) Arts Middle School in Crystal, Minnesota, winner of a 2001 AIA Minnesota Honor Award, This arts-magnet middle school creates a lively learning environment with bright interiors and whimsical exterior forms.
F.A.I.R. Arts Middle School, Crystal, Minnesota.
Architectural Record; v190 n2 ; Feb 2002
Pastel colors and childlike whimsy shape this school for the arts by Hammel Green and Abrahamson, Inc. The design of the facility was developed in tandem with the curriculum to ensure an alignment between philosophy and building function. The areas of focus were dance, music, theater, visual arts, media arts, and literary arts. The building contains specialized and flexible studio spaces for all of these. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Carolina Fine Arts School, Carolina, Puerto Rico.
Russell, James S.
Architectural Record; v190 n2 , p112-15 ; Feb 2002
Describes Davis, Fuster Arquitectos' design of an arts school in Puerto Rico as a sequence of light-dappled loggias and sun-drenched courtyards. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs.
Escuela de Bellas Artes de Carolina, Carolina, Puerto Rico.
Russell, James S.
Architectural Record; v190 n2 ; Feb 2002
This arts school is built as a sequence of loggias and courtyards. The complex program for some 900 students, K-12, included a 500-seat auditorium; a variety of music practice rooms; studios for painting, sculpture, and printmaking; and studios for dance, along with the expected variety of support spaces. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Bringing Art into the Design of an Arts Magnet School.
School Planning and Management; v40 n11 , p56-57 ; Nov 2001
Shows design features of the K-8 Arts Magnet School in New Haven, Connecticut, that allow the facility to be used as a learning tool. Also explores ways to bring artistic energy into the building design through collaboration with local artists.
Creating Learning Environments That Work.
Rittner-Heir, Robbin M.
School Planning and Management; v40 n5 , p48-53 ; May 2001
Examines how Walnut Hills High Schools (Cincinnati, OH) new Arts and Science Center was designed to students' and teachers' specifications. Facility assessment and planning are discussed, concluding with comments on the new facility's impact on education.
Art Rooms and Art Teaching.
Art Education; v54 n1 , p6-11 ; Jan 2001
Explores why art teachers include various objects and resources in their classroom environments. Focuses on different categories of art teachers: (1) high priest (concerned with personal expression); (2) technocrats (concerned with exploration); (3) social workers (concerned with social awareness); and (4) pedagogues (concerned with developing the aesthetic responses of students).
Technology as the Crayon Box
School Administration; v56 n4 , p38-41 ; Apr 2000
While arts facilities should be equipped with computers, color scanners, MIDI (Musical Instrument Digital Interface) labs, connective video cameras, and appropriate software, music rooms still need pianos and visual art rooms need traditional art supplies. Dade County (Florida) Schools's pilot teacher assistance projects and arts-centered schools are profiled.
Stadium Complex Serves Athletics, Arts.
Galvis, Dan; Milder, Scott
School Planning and Management; v39 n3 , p48-51 ; Mar 2000
Discusses how a Birdville, Texas, school put the wasted space in its football stadium to use as meeting places for various district and community activities, a black box theater, and space for displaying student art. Playing field quality and high-tech amenities that enhance team coaching and play and the public's enjoyment of the sporting events are highlighted.
Make Room(s)for the Arts.
Fulbright, Harriet Mayor ; Deasy, Richard J.
Principal; v79 n2 , p39-42 ; Nov 1999
As the arts make a comeback in the nation's elementary schools, a new national study shows how they can command more time—and more space. One of the key measures that the study's research team used to assess a school district's commitment to arts education was the appropriateness of its arts facilities. Many districts (like District 28 in Tempe, Arizona) that made major cuts in their arts programs in the 1980s have rebuilt them only to be challenged by burgeoning student populations. Some, like one Colorado district, have begun sharing arts facilities with community organizations. Community support is essential.
Lick-Wilmerding School San Francisco, California
Fang, Eric C. Y.
Architectural Record; v185 n10 , p122-124 ; Oct 1997
Examines the design of a new library/art facility at a San Francisco high school that complemented the school's contemporary academic program and reputation for excellence. The planning and architectural strategies are discussed as are the technological and convenience additions designed to meet greater student needs.
Charting a New Direction
Momentum; v27 n3 , p10-11 ; Aug-Sep 1996
Describes the planning process used to develop a new arts facility at Xavier College Prep, a high school for young women in Arizona. Reviews the need for a new facility and presents the working plan, indicating that it will include classrooms, a dance studio, music practice rooms, and an auditorium.
The Physical Environment of Art Classrooms: A Basis for Effective Discipline
Susi, Frank D.
Art Education; v42 n4 , p37-43 ; Jul 1989
Looks at the impact of the classroom environment on student emotions and behavior, offering suggestions for using the physical features of the environment to calm or stimulate students. Shows how the factors of environmental arousal, classroom robustness, and spatial settings may be used to create art classrooms that minimize chances for confusion, distraction, and misbehavior.
Hazards in a Photography Lab
Houk, Cliff; Hart, Charles
Journal of Chemical Education; v64 n10 , pA234, A236 ; Oct 1987
Described are case studies illustrating chemical hazards in a photography lab due to compounds containing cyanide. Suggestions for preventing problems including proper procedures, housekeeping, facilities, and ventilation are considered.
An Index Method for Examining Secondary Art Classroom Furniture, Facilities, and Spaces
Art Education; v39 n2 , p13-17 ; Mar 1986
Described is an index method that will help art teachers design, maintain, and control art classroom settings. The following topics are also discussed: the historical background for environments, the emerging role of the classroom environment, humane qualities in the classroom, and flexible qualities in the classroom.
The Dimensions of an Art Learning Environment: A Qualitative Description and Interpretation
Art Education; v39 n2 , p18-21 ; Mar 1986
Describes spatial, pedagogical, and psychological dimensions of the pottery studio as an art learning environment. Contends that the art learning environment, at its deeper levels, is determined by the philosophic meanings and underlying attitudes of student and instructor as conveyed in their speech and writing.
Physical Space and the Teaching of Art
Susi, Frank D.
Art Education; v39 n2 , p6-9 ; Mar 1986
The effects of the arrangements and use of physical space in the art classroom is discussed. Settings can be purposefully designed to suggest certain meanings as well as exert control over the amount and kind of communication that will occur within them.
Safety Point: Ventilation
School Arts; v81 n3 , p8-9 ; Nov 1981
Discusses the danger of toxic fumes from common art materials and the importance of an adequate ventilation system in the art room.
Reducing Liability: Art Department Safety Guidelines
Olson, John R.
Art Education; v34 n5 , p41-42,44,46 ; Sep 1981
This article is intended to help school districts evaluate and monitor safety in the art classroom. It lists the responsibilities of administrators, teachers, students, and custodians. It suggests safety standards for the art facility and for use of tools, safety equipment, and hazardous materials.