DOCUMENT RESUME

ED 065 913 EA 004.480

AUTHOR Rosenman, Marvin Eli; And OthersTITLE Let's Have Inside-Out Schools! Design Feasibility

Study for the Renovation and Addition to the Bur:AsLaboratory School, Muncie, Indiana.

INSTITUTION Ball State Univ., Muncie, Ind.; EducationalFacilities Labs., Inc., Chicago, Ill.

PUB DATE 72NOTE 58p.AVAILABLE FROM College of Architecture and Planning, Ball State

University, Muncie, Indiana 47306 ($2.50)

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Community Involvement; Design Needs; Estimated Costs;

*Facility Requirements; Feasibility Studies;Laboratory Schools; *Planning (Facilities); SchoolCommunity Relationship; *School Design; SchoolEnvironment; *School Expansion; *School Improvement;Site Development

ABSTRACTThe Burris School facility has been physically

investigated in terms of existing and future needs. A priority-basedsequence of remodeling and additions is suggested to meet thesedemands. The sequence consists of 31 distinct operations that can begrouped into eight major phases for purposes of financing andconstruction. The design proposals, by using buildings inside andoutside, emphasize making learning resources inviting and availableto the entire community and encourage the development of a symbioticrelationship among Burris, the University, and the community. Throughthe proposed use of building form, land development; appropriatescale, materials, graphics, and circulation, the investigators feelthat the school can serve more diverse community interests.(Photographs may reproduce poorly.) (Author)

Plato "Let education be a sort of amusemen!; you will then be better able to find out the natural bent."

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U.S. DEPARTMENT OF HEALTH.

LLIJ EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

a study made possible through the combined efforts of the Teachers College and that Ball State University, Muncie, and the New Life for Old Schools Project of Educa

Let's HaveInside-Out SchoDesign Fe:asibility Study for the Renovation and Additithe Burris Laboratory School, Muncie, Indiana

Marvin Eli Rosenman AIA, Project DirectorAnthony J. Costello AIACraig W. Mullins

1972

a study made possible through the combined efforts of the Teachers College and the College of Architecture and Planningat Ball State University, Muncie, and the New Life for Old Schools Project of Educational Facilities Laboratories, Inc., Chicago

Let's HaveInside-Out Schools!Design Feasibility Study for the Renovation and Addition tothe Burris Laboratory School, Muncie, Indiana

Marvin Eli Rosenman AIA, Project DirectorAnthony J. Costello AIACraig W. Mullins

1972 4

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Design Team

Credits and Acknowledgements

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Marvin E. Rosenman AIAAssociate Professor of Architecture and Project Director.Anthony J. Costello AIAAssociate Professor of Architecture.Craig W. MullinsInstructor in Architecture

and the following students from the College of Architecture and Planning:

Conrade HindsFirst Year (Burris graduate)Cleon Stu tler--Third YearKenyon TilburyFifth Year

Consultants EngineeringRobert Nowlin, PE, K/M Associates, Elkhart, IndianaLandscapeM. Paul Friedberg, ASLA, M.!Paul Friedberg and Associates, New York CityInteriorsBrock Arms, Architect and Interior Designer, ChicagoMediaDr. Philip Lewis, President, Instructional Dynamics, Inc., ChicagoTheaterFrank Carioti, Producer/Director of Old Town Players, ChicagoConstruction EconomicsMichael R. Morris, ARICS AIQS, Hanscomb Roy Associates, Chicago

Dr. John J. PruisPresident of Ball State UniversityDr. Richard W. Burkhardt, Vice President for Instructional Affairs, Dean of Faculties, Ball State UniversityBen E. GravesDirector, New Life for Old Schools Project, Educational Facilities Laboratories, Inc., ChicagoDr. Oliver C. BumbVice President for Public Affairs, Ball State UniversityDr. John M. Dunworth, Dean of the Teachers College,

Professor of Educational Administration and Supervision, Ball State UniversityCharles M. Sappenfield AIA--Dean of th e College of Architecture and Planning, Professor of Architecture,

Ball State UniversityDr. M. Curtis Howd, Professor of Educational Administration and Director of

Burris Laboratory SchoolDr. Kenneth L. FosterAssociate Professor of Educational Administration and Acting Principal of

Burris Laboratory SchoolDr. Charles D. ShipmanAssistant Dean of the Teachers College, Professor of

Educational Administration and SupervisionDr. Don Jones, Chairman, Department of Secondary, Adult and Higher Education;

Professor of Secondary EducationAlice GroshongProduction AssistantDavid C. B artle J r.CAP Technical StaffWilbur A. MontgomeryCAP Technical Staff

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1 Inspiration5 Credits and Acknowledgements6 Site Plan8 What is the Best School?8 Let's Have "Inside-Out" Schools!

10 Plans of Existing Facility10 Introduction and Philosophy for Burris12 Educational Program for Burris13 Intent of Design Feasibility Study14 Design Introduction20 Structure/Mechanical20 Nursery and Kindercourt20 Interior Circulation Courts and Exterior Pods21 Resource Center22 Theater Facilities22 Second Level Terrace23 Play-bowl23 North-South Arcade23 North Garden/Play-court24 Administration/Store-Front Wing24 South Garden/Play-court24 Physical Education/Music Wing25 Cafeteria and Community Room25 Service and Vehicular Access26 Site Development28 Preliminary Phasing and Cost Estimates35 Prospect

Contents

What is the Best School?

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Illt4CLUSIV.11VAKIrTy

MATUR,AL CUL11JRN.--ffle---01P MADE

There are omnipresent dangers inoversimplification. There is richness andcontinuity in diversity; the school child at theturn of the century probably learned moreon the way, than in school itselftrips throughthe market, past the fire station, ac ross thepark, were then commonplace. Children todayare carefully driven to windowless schoolrooms in the very vehicles that have madewalking to school a hazard. Much is lost forthese youngsters who thrive on environmentalstimuli. "Open plan" facilihesof ten "emptybox" facilitiesdo little to inspire totalenvi ronmental awareness in their inhabitants,especially outside the confines of the building.The best school could teach us how to livewith ourselves and with others, and how tolive with our environment, both natural andman-made. Why confine it to a box?

The best school would then seek ways ofenriching its cultural/human input withinteracting natural,places and man-made formsand objects for an inclusive rather than anexclusive environment. Why should the schoolduplicate athe real world when the schoolcould become the real world? Duality ratherthan duplicity should be the goal, Wh y notbring the classroom to the grocery or thegrocery to the classroom. The best schoolbecomes the city, rich and exciting, just as thecity itself becomes tfv,... schooL

Let's Have "Inside-Our

Much of what is happening in tod,is literally hidden from all outsidersresources and hours of planning arpreparation are often spent on relaifew. A recent article in a campusof a large midwestern university re4

"The Music Department I i brary co2000 records and 500 tapes. Itwith nine study booths with stePxheadphoris, soundproof rooms fclistening . . ., etc. The library, ata long hall in the basement of theBuilding, it-z open to all students,loknow it exists."

In ghetto areas of our large cities,'proprietors frequently install outdospeakers, hung over their entranceat the sidewalk, beckoning prospecbuyers or listeners. Where are our:and universities? Why are they ncprospective learners with sounds aeverywhere--more outdoor or visatexperiments, for a truly transformatenvironment, like a circus?

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The best school would then seek ways ofenriching its witural/human input withinteracting natural places and man-made formsand objects for an inclusive rather than anexcl.isive environ ment. Why should the schoolduplicate athe real world when the schoolcould become the real world? Duality ratherthan duplicity Lhould be the goal. Why notbring tho classroom to the grocery or theg ro,3ery to the c lassroom. The best schoolbecomes the city, rich and exciting, just as thecity itself becomes the school.

Let's Have "Inside-Out" Schools!

Much of what is happening in today's schoolsis literally hidden from all outsiders. Valuableresources and hours of planning andpreparation are often spent on relativelyfew. A recent article in a campus newspaperof a large rnidwestern university read like this:

"The Music Department library contains2000 records and 500 tapes. It is equippedwith nine study booths with stereoheadphones, soundoroof rooms for grouplistening . . etc. Tha library, at the end ofa long hall in the basement of the MusicBuilding, is open to all students, but fewknow it exists,"

In ghett o areas of our large cities, record shopproprietors frequently install outdoorpe a ko rs , hung over their entranceways, aimed

at the sidewalk, beckoning prospectivebuyers or listeners. Where are our schoolsand universities? Why are they not beckoningprospective learners with sounds and imageseverywheremore outdoor or visab leexperiments, for a truly transformableenvironment, like a circus?

An accomplished educational administrator,when asked to describe his f avorite schoolfacility, told of a school in Texas "that wasonce a factory building whose three floorswere opened and connected with a variety ofactivities, all of which could be changed ifdesired!" When asked how someone a blockaway would know about it, he replied "I guessthey really wouldn't." The best "openplan" should in some way open into the "realworld." This can be achieved in many waysin new schools and in remodeled old ones.

Recent attention has been given to approachesthat open city resources to the learner; butwhat about the thousands of existing schoolf aci lilies, bastions of learning, whosephysical plants, although structurally sound,are imposing, rigid and foreboding to theirinhabitants? WhaLabout new facilities, for thatmatter, whose internal activities areartificially separated from the "real world" byboring precast concrete slabs? It is not

12

uncommon to visit new high schools where thebiology greenhouse is the only thing to pokeits way through the educational facilitywrappings. Wrappings are fine for gifts butlearning is a right not a commodity.

Inundated by "systems" and bound bybudgets, architects frequently think that thebest school can be built in the least timefor the least money; with few exceptions, arethese really schools? Or are they boxes? Dowe look at cities in these terms only?

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The ideal environment f or learning shoukstrongly interactive, inside and outside.It should be a place that has the unique ato serve the talents of the individual, whomay in turn interpret it in different ways. Tschool, I i ke the city, should plan forhappening rather than performancelearn,by accident as well as by schedulebyremoving from the student the fear ofjudgment. The student should experimerras well as in the school, using it as a tool texplore structure, nature and other peopleideas. There is wisdom in Winston Churcstatement: "We shape the tools and therethey shape us." We might say: We shapeour schools and thereafter they shape uIn our attitudes towards ourselves,towards others, and towards ourenvironment. We must never overlook t

critical nature and the valid interaction ofhuman/cultural (2) natu ral and (3) man-melements in our environment. For these threfactors determine our success in life itself,should all be a part of the "inside-out"school or university, whose outer surfacewould indeed be available to everyone.

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.xas "that wasse three floors.d with a variety of..i be changed ifkomeone a blockitie replied "I guesslest "open'open into the "reald in many waysdeled old ones.

'fr lven to approachesne learner; butof existing schoolg, whosestructurally sound,boding to their

1,w facilities, for that.ties are'le "real world' byos? It is not

uncommon to visit new high schools where thebiology greenhouse is the only thing to pokeits way through the educational faci litywrappings. Wrappings are fine for gifts butlearning is a right not a commodity.

Inundated by "systems" and bound bybudgets, architects frequently think that thebest sc hool can be built in the least timefor the least money; w ith few exceptions, arethese really schools? Or are they boxes? Dowe look at cities in these terms only?

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The ideal environment for learning should bestrongly interactive, inside and outside.It should be a place that has the unique abilityto serve the talents of the individual, whomay in turn interpret it in different ways. Theschool, like the city, shou Id plan forhappening rather than performancelearningby accident as well as by schedulebyremoving f rom the studen t the fear ofjudgment. The student should experiment onas well as in the school, using it as a tool toexplore structure, nature and other people'sideas. There is wisdom in Winston Chu rchill'sstatement: "We shape the tools and thereafterthey shape us.'' We might say: We shapeour schools and thereafter they shape us,in our attitudes towards ourselves,towards others, and towards ourenvironment. We must never overlook thecritical nature and the valid interaction of (1)human/cultural (2) natural and (3) man-madeelements in our environment. For these threefactors determine our success in life itse If , andshould all be a part of the "inside-out"school or university, whose outer surfacewould indeed be available to everyone.

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sequence through preliminary stud y modelfrom roof to basement showing existingmechanical chase spaces and structureallnon-bearing partitions have been removedfor clarity

14

Plans of Existing Facility Introduction and Philofor Burris

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Ball State University's Burris LaiSchool was designed, for the mc1928. Although its educational phighly innovative, its physical faare cramped and antiquated. It:sound, yet it imposes inordinatepossible future ed ucational progrThe following two paragraphs deEgreater detail, its objectives and t

The Laboratory School, a DeparTeachers College, serves as a lafor testing teaching methodo loglearning environments, for develinstructional materials, and for iru niversity students in teacher edprograms with children. The LabSchool serves c hildren living in rattendance area of the Muncie CSchools: thus it is a unit of the MCommunity Schools system. Tha K-12 facility wi th an enrollme n1approximately 900 students ancin operation since September, 1.c

Plans of Existing Facility Introduction and Philosophyfor Burris

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Ball State University's Burris LaboratorySchool was designed, for the most part, in1928. Although its educational programs arehighly innovative, its physical facilitiesare cramped and antiquated. Its structure issound, yet it imposes inordinate rigidity onpossible future educational programming.The following two paragraphs describe, ingreater detail, its objectives and history:

The Laboratory School, a Department of theTeachers College, serves as a laboratoryfor testing teaching methodology andlearning environments, for developinginstructional materials, and for involvinguniversity students in teacher educationprograms with children. The LaboratorySchool serves children living in anattendance area of the Muncie CommunitySchools; thus it is a unit of the MuncieCommunity Schools system, The school isa K-12 facility with an enrollment ofapproximately 900 students and has beenin operation since September, 1929.

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Programs developed through the years inthe Laboratory school which have servedas patterns for other schools include unifiedarts, core curriculum, multi-age grouping,and individualized instruction. One of themore popular modern mathematicsprograms had its inception in theLaboratory School. It was developed byRobert Eicholz, Phares O'Daffer, andCharles Fleenor and is now published anddistributed by Addison Wesley Company.Another recent program of nationalprominence, The Oral-Aural-Visual StimuliApproach to Teaching of WrittenComposition, was developed in theLaboratory School under the direction ofDr. Anthony L. Tovatt.

In essence, the Burris Laboratory School sitsas an island, physically isolated from itsuniversity and community neighbors; learningoperations are in many ways confined to theartificial anonymity of its four monotonousbrick walls, The "subject matter" of itsclassrooms has become so in terwined with"real life" that the. tyvo are becoming one;presently there i<np physical indication of thisat Burris.

Learning can be everywhere; we should usebuildings for their exterior as well as interiorforms and surfaces, to involve the totalcommunity. Learning has become a continuingprocess of communic ating systems, with asetting rapidly extending beyond the limitsassoc iated with conventional "schoolbuildings," Differentiation is graduallydiminishing between libraries, art museums,shops and parks, while greater stress is placedon the creation of a maximum number ofoptions for the individual and the group; withadaptab ility for growth and change throughdirect means (books, computers, teachers,classes) and through indirect means (varietiesof stimuli en route to other places).

The limits of educational systems andfacilities have transcended the mythicalboundaries of the c lassroom in thought as wellas action; and flexibility in space and time,once thought the panacea for everyeducational facility ill, has taken second placeto accessibility. Conc ern for the design insidethe classroom is rapidly giving way todesign interest of a more critical natu rethat of the total community.11he Burris School

can easily become a more intof community activity; its progbetter serve the individual apresence can be more widelyeducational potential can be cthrough the creation and addiexciting relationships, spaceseveryone experiencing its env

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Learning can be everywhere; we should usebuildings for their exterior as well as interiorforms and surfaces, to involve the totalcommunity. Learning has become a continuingprocess of communicating systems, with asetting rapidly extending beyond the limitsassociated with conventional "schoolbuildings.' Differentiation is graduallydiminishing between libraries, art museums,shops and parks, while greater st ress is placedon the creation of a maximum number ofoptions for the individual and the group; withadaptability for growth and change throughdirect means (books, computers, teachers,classes) and through indirect means (varietiesof stimuli en route to other places).

The limits of educational systems andfaci li ties have transcended the mythicalboundaries of the classroom in thought as wellas action; and flexibility in space and time,once thought the panacea for everyeducational facility ill, has taken second placeto accessibility. Concern for the design insidethe classroom is rapidly giving way to

can easily become a more intense generatorof community activity; its programs canbetter serve the individual and the group; itspresence can be more widely felt; itseducational potential can be enhancedthrough the creation and addition of new,exciting relationships, spaces and uses foreveryone experiencing its environs.

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The goals formulated by the Burris faculty areclear. Their primary objective is to allow astudent to learn about himself, throughactivities stressing perception, self expressionand self expansion. These activities may takethe non-verbal forms of music, art, or physicaldevelopment. Another objective is to expandinto the community through exposure,inviting and encouraging participation fromother individuals and institutions.

Plans were based around the followingenrollments: Pre-kindergarten, 50;kindergarten, 50; grades 1-6, 300; grades7-12,540. The proposed design would beessentially unaffected by a gradeless situation.

The information below was furnished byBurris School as a guide in beginning thestudy:

The educational program will be designed toallow for the development of continuouslearning programs; that is, the educationalprogram will be designed to meet the needsof the individual learner. Continuous learningpatterns will be in effect from pre-kindergartenthrough grade 12. Continuous learningprograms are characterized by being flexible.The learning spaces must be designed toaccommodate large groups in an area fromwhich small groups and individuals can workin special activities. Since students will operateout of large areas, it will be necessary tohave the responsible faculty centered withinthese areas.

As we visualize the Burris program during thenext twenty-five years, the 300 children inthe elementary area would be assigned to twogroups of 150 each. There would be aminimum of five full-time faculty who woulddirect the learning programs for children atth is age level. These five wou Id be assistedby a psychometrist, a specialist indevelopmental or corrective learningprograms, a specialist in physical education,another in music, another in art, another in

Educational Program for Burris

industrial and tec h nological programs. Thespecialist would work with each of two centersand the five teachers in each center. In thisprogram each of these specialists would needto have an area for directing his specialty; thatis, a gymnasium for physical education; aroom for music, art, and industrial andtechnological centers. The specialists indevelopmental and corrective programs wouldneed an isolated room forworking withchildren who have special learning problems.There would need to be a room for thepsychometrist.

The program for the seventh and eighth gradeswou Id provide for a planned transitionthrough a learning program designed to meetthe needs of the early adolescent. Thestudents would spend a major portion of theirday, i.e., approximately one-half, workingin a core of subjects that would represent theircommon learning or general educationexperiences. The other one-half would bespent in specialized activities such as art,physical education, music, and possibly insome subjects such as mathematics,typewriting, foreign languages. The coreprogram would need a large open area for thelarge group of 90 students with many facilitiesfor small group and individualizedinstruction supported by computer assistedlearning devices including informationretrieval centers. Three or four teachers whowou Id be responsible for directing the coreprograms would need to be housed in thelearning area. The special learning programscould be housed in areas designed forinstruction in the specialty, i.e., art center,music center, typing center.

The program in grades 9-12 wou Id placeemphasis upon developing continuous learningprograms, which means individualizationof i nstruction. Hence the program wouldneed to be centered in areas that would havethe tools arid instructional aids conducive todirecting learning i n the major areas forwh ich the secondary school will be

responsible. Specifically, thecenter for the development oa center for identifying socialproblems that man must reshis fellowman and to resolvproduction, consumption, angoods and services; a cent&proficiency in languages oth(tongue; a center for identifyirproblems in controlling the eusing the natural resources tlbenefit of all mankind; a cegsystems of logic and expressquantitative relationships; aiidentifying issues and probleproviding for family livingfood, sanitation; a center forexpress himself through aessuch as dance, music, drajewelry; a technology centerdesign and fabricate materiathe needs of man; a centersocial activities; a center formanipulative skills such as Ikeep records, secretarial act

As you see, the school of thwill not be organized in termdisciplines but rather in termsocial issues confronting mareas described above are iought to be grouped arounOIn each of the areas there shto computer assisted instrucand visual aids such as TV, va projection booth.

Teachers who direct prograreas ought to have their hthat instructional area. Thatbuilding ought to be designecommunication among teacsee it, there would be no neeprivate office. However, in eought to be places in which ismall groups could assemblthe total group. Also, in eachsome place in which private

le Burris faculty arebve is to allow aself, throughtion, self expressionactivities may take

-usic, art, or physicalective is to expandh exposure,

participation fromutions.

he followingrten, 50;6, 300; grades-:sign would be

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will be designed tof continuous

the educationalo meet the needsontinuous learning-)rn pre-kindergartenus learning

by being flexible.he designed to, in an area from

ividuals can workstudents will operate

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program during the300 children inbe assigned to twowould be afaculty who woulds for children at

ou Id be asJistedalist ine learning)hysical education,in art, another in

18.am for Burris

industrial and technological programs. Thespec ialist would work with each of two centersand the five teachers in each center. In thisprogram each of these specialists would needto have an area for directing his specialty; thatis, a gymnasium for physical education; aroom for music, art, and industrial andtechnological centers. The specialists indevelopmental and corrective programs wouldneed an isolated room for worKing withchildren who have special learning problems.There would need to be a room for thepsyc hometrist.

The program for the seventh and eighth gradeswould provide for a planned transitionthrough a learning program designed to meetthe needs of the early adolescent. Thestudents would spend a major portion of theirday, i.e., approximately one-half, workingin a core of subjects that would represent theircommon learning or general educationexperiences. The other one-half would bespent in specialized activities such as art,physical education, music, and possibly insome subjects such as mathematics,typewriting, foreign languages. The coreprogram would need a large open area for thelarge group of 90 students with many facilitiesfor small group and individualizedinstruction supported by computer assistedlearning devices including informationretrieval centers. Three or four teachers whowould be responsible for directing the coreprograms would need to be housed in thelearning area. The special learning programscould be housed in areas designed forinstruction in the specialty, i.e., art center,music center, typing center.

The program in grades 9-12 would placeemphasis upon deve loping continuous learningprograms, which means individualizationof instruction. Hence the program wouldneed to be centered in areas that would havethe tools and instructional aids conducive todirecting learning in the major areas forwhich the secondary schoJI will be

responsible. Specifically, there shou Id be acenter for the development of communications;a center for identifying social issues andproblems that man must resolve to live withhis fellowman and to resolve the problems ofproduction, consumption, and distribution ofgoods and services; a center for developingproficiency in languages other than the nativetongue; a center for identifying issues andproble ms in controlling the environment andusing the natural resources therein for thebenefit of all mankind; a center for developingsystems of logic and expressing spatial andquantitative relationships; a center foridentifying issues and problems man faces inproviding for family living including housing,food, sanitation; a center for learning toexpress himself through aesthetic activitiessuch as dance, music, drama, art, sculpture,jewelry; a technology center for learning todesign and fabricate material things to servethe needs of man; a center for recreation andsocial activities; a center for developingmanipulative skills such as learning to type,keep records, secretarial activities, etc.

As you see, the school of the immediate futurewill not be organized in terms of subjectdisciplines but rather in terms of the largesocial issues confronting man. Many of theareas described above are interrelated andought to be grouped around common centers.In each of the areas there should be accessto computer assisted instruction and to audioand visual aids such as TV, video tape, anda projection booth.

Teachers who direct programs in the largeareas ought to have their headquarters withinthat Instructional area. That is, thebuilding ought to be designed to facilitatecommunication among teachers. As we wouldsee it, there would be no need for the so-calledprivate office. However, in every area thereought to be places in which individuals orsmall g roups could assemble in isolation fromthe total group. Also, in each area should besome place in which private conferences

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could be held. Serving the total program willbe some centers such as the gymnasia,recreation center, auditorium, library, teachingmaterials center. The nu mber of child ren inthe school would warrant having r,epa rateelementary and secondary libraries.

There should be administrative offices forsecondary and elementary schools and anadministrative office for the director of theschool program. In the elementary andsecondary administrative offices provisionshould be made for guidance counselors. Inthe director's office there should be a schoolnurse se rvice, provision for a socialpsycholog ist, a psychometrist, and a speechand hearing therapist.

Since the laboratory school will be servingundergraduate and graduate professionaleducation inservice proatams, there should bean area large enough to accommodate themaximum number of university students thatwould be assigned to the laboratory school forprofessional experiences at any one time. Arough approximation would be to serve agroup of 100 university students. Associatedwith this room ought to be offices for thedirector of these professional experiences andfor the university faculty who will be workingwith him in the program. Since theuniversity elementary and secondaryprograms are in separate departments, wewould assume there ought to be provision andoffices for a director of elementary and adirector of secondary professional laboratoryexperiences. However, the large classroom-learning center could serve university studentsin both the elementary and secondaryprograms.

Since on e role of a laboratory school is toprovide opportunity for various individualsto observe the teacher-learner environment,the learning areas shou Id be open-to-viewinT.The interior of enclosed areas should bevisible from within and without, i.e., noone-way glass except in rooms in which the

learning activity would be modified negativelyif the observer is visible, such as in testingrooms used by psychometrist and in therapyrooms used by speech-hearing therapist.

Associated with the laboratory schooldirector's office should be a conference roomthat would accommodate fifty to sixtypeople. This room would be used as a centerfor the inservice programs, including facultymeetings. This room would be equipped withclosed circuit television, a computer head,and an information retrieval system. In theimmediate future the public school teachersworking with the university as critic teachersfor student teachers will be expected tospend a portion of their time working in thelaboratory center to keep abreast of theteacher education program. This room wouldserve as their headquarters.

The Burris School facility has been physicallyinvestigated in terms of existing and futureneeds. A priority based sequence ofremodeling and additions is suggested to meetthese demands. I t consists of 31 distinctoperations that can be grouped into 8 majorphases for purposes of financing andconstruction. The phases, in turn, can becombined to form larger developmentpackages if desirable. It is the intent of thestudy that these changes can be made withoutd isrupting the normal operations of theexisting facility.

The design proposals for the existing BurrisSchool facility encourage the development

20 intent of Design Feasibill Study

of a symbiotic reIationshiUniversity, and the commu"connective tissues" of th(to be a primary source of itdissemination. Through thrbuilding form, land devehscale, materials, graphics iit is felt that Burris can sicom mu n ity interests.

It is felt that the existincsite is appropriateforthefiof Burris Laboratory Schoofollowi n g factors:

1) It is a prime locationUniversity, especially th

2) It is located in an aresthe University, there wil'students.

3) The existing structureand well maintained.

4) Funds for a new Burn!.not as readily availablerenovating the existingi

5) The existing building mto meet the educationalby the Burns faculty.

It is hoped that the desigifeasibility study are succeshow a f acility which is a "It,programs in teaching anda su i table "laboratory" forenvironments. It is in tend&remodeled facility can set [.schools under similar physi

Finally, it is hoped that th'become an inspiration andteachers, students, and parcommunity as well as othepcoun try, as a "real" place f

ng the total program willh as the gymnasia,uditorium, library, teachingle number of children inrrant having separate

landary libraries.

ministrative offices foren tary schools and an

for the director of thele elementary a ndative offices provisionr guidance counselors. Inthere should be a schoollion for a socialpometrist, and a speechit.

school will be servingiraduate professionalprograms, there should beli to accommodate thef university students that3 the laboratory school fornces at any one time. AI would be to serve as ity students. Associatedto be offices for theiessional experiences andulty who will be workinga m. Since thev and secondaryirate departments, weought to be provision andof elementary and ary professional laboratoryor, the large classroom-

serve university studentsy and secondary

lboratory school is to.or various individuals,:r-learner environment,hould be open-to-viewing,4ed areas should bed without, i.e., not i n rooms in wh ich the

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learning. activity would be modified negativelyif the observer is visible, such as in testin grooms used by psychometrist and in therapyrooms used by speech-heari ng therapist.

Associated with the laboratory schooldirector's of fice should be a conference roomthat would accommodate fifty to sixtypeople. This room would be used as a centerfor the inservice programs, including facultymeetings. This room would be equipped withclosed circuit television, a computer head,and an information retrieval system. In theimmediate future the public school teachersworking with the university as critic teachersfor student teachers will be expected tospend a portion of their time working in thelaboratory cen ter to keep abreast of theteacher education program. This room wouldserve as the ir headquarters.

, The Burris School facility has been physicallyinvestigated in terms of existing and futureneeds. A priority based sequence ofremodeling and additions is suggested to meetthese demands. It consists of 31 distinctoperations that can be grouped into 8 majorphases for purposes of financing andconstruction. The phases, in turn, can becombined to form larger developmentpackages if desirable. It is the intent of thestudy that these changes can be made withoutdisrupting the normal operations of theexisting faci I ity.

The design proposals for the existing BurrisSchool facility encourage the development

Intent of Design Feasibility Study

of a symbiotic relationship among Burris, theUniversity, and the community. The"connective tissues" of these groups is feltto be a primary source of informationd issemination. Through the proposed use ofbuilding form, la nd development, appropriatescale, materials, grophics and circulation,it is felt that Burris can serve more diversecommunity interests.

It is felt that the existing Un iversity Avenu es ite is appropriate for the future developmentof Burris Laboratory School due to thefollowing factors:

1) It i5 a prime location with regard to theUniversity, especially the Teachers College.

2) It is located in an area where, because ofthe University, there will always bestudents.

3) The existing structure is physically soundand well maintained.

4) Funds for a new Burris School facility arenot as readily available as funds forrenovating the existing facility.

5) The existing building can easily be adaptedto meet the educational goals set ferthby the Burris faculty.

It is hoped that the designs suggested in thisfeasibility study are successful in showinghow a facility which is a "laboratory' forprograms in teaching and learning can also bea su i table "laboratory" for learningenvironments. It is intended that thisremodeled facility can set an example for manyschools under similar physical restraints.

Finally, it is hoped that this design study canbecome an inspiration and ben efit toteachers, students, and parents from thiscommunity as well as others across thecountry, as a "real" place to learn.

21

The design illustrated for this project ismerely schematic in nature. Greatest stress hasbeen placed in developing an approac h thatillustrates possibilities for true "inside-outside"facilities. Many ideas were feltinappropriate or out of scale for this particularsetting and were therefore not included. Thewhole design could be considered asmorgasbord of operat ions, any of which wouldbe, in our opinion, an improvement of theexisting facihty.

Adding a new wing to an old building is atricky business. If the addition works so hardat looking like the original building, it couldbe embarassing; or the new wing mightignore the old entirely and appear to be stuckon with scotch tapeas an afterthoug ht. Weopted for neither the desperatelyconforming or the sore-thumb approach. Ouradditions show distinct sympathy to theexisting roof profiles and buiiding vo I u mes: atthe same time they introduce new and excitingforms, spaces, and materials.

The greenhouse effect exists for plants andpeople. Clear and tinted plexiglass is used toacoustically segregate spaces as well as toadmit prDdigious amounts of light tocirculation spaces, arcades, library/i nformationcenter, etc. Glass is used to provide visualegress into garden/playcourts.

The total proposal is considered a laboratorynot a lofta series of spaces with optionsfor change, yet a physical design that in itselfbecomes a tool for studying behvvior invarieties of circumstances and environments.

Areas represented were based on theeducational program for 940 students (nurserythrough 12) that was provided by theTeache rs College,

'These include image projection techniques,special lighting effects, electronic capabilities,materials experimentation, kinetic structuralexperimentation, etc. We would like to developthese further on future projects.

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In the renovated portions of facility mostnon-bearing structural members have beenremoved, leaving a basic column grid in placeof double loaded corridors. The resultingopen space shall be fully carpeted.

The individual columns (free-standing in two12,000 square foot open spaces per floorshall be alternately built up to three footdiameters and redesigned as "audio-visualtotems"power sources for equipment, storageareas, TV monitor stations, and container/dispersers for high velocity unit air handlingequipment that can be added in individualroof units. These separate units facilitatecomfort zoning of particular areas; at the sametime they allow easier rooftop installationfor the new mechanical equipment when andwhere it is needed.

Structural alterations have been limited toportions of the central activity core of theexisting facility in order to obtain: 1) anenlarged library/resource center; 2) amodernized theater/lecture space; 3) adequatetheater support facilities; arqt 4) improvedcirculation in the old courtitard spaces.

_ 71 A

Nursery and KindercourtB-1, 2, 3

The nursery addition, located on thecommunity/residential south side of the site,encloses a small "Kinder-court" with theexisting kindergarten. Both facilities areimmediately accessible to a vehicular drop-offas well as larger contained recreation areassuch as the south garden/play court and the airsupported "play-bowl."

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Nursery and KindercourtB-1, 2, 3

The nursery addition, located on thecommunity/residential south side of the site,encloses a small "Kinder-court" with theexisting kindergarten. Both facilities areimmediately accessible to a vehicular drop-offas well as larger contained recreation areassuch as the south garden/play court and the airsupported "play-bowl."

Interior Circulation Courtsand Exterior PodsD- 3, E-2, 3, 4

Circulation in the new facility is no longerthrough dark, steel locker-lined corridors. Theold corridors have "dissolved" into a series of"audio-visual totems." The new circulators are"greenhouse courts" built into the old interiorlight wells by decking-in a perforated secondlevel span and by roofing-over the top witha plexiglass greenhouse roof. Window sillshave been dropped to floor level, makingarched walkthroughs in place of windows.

The new compact circulators, filled withvegetation, beanbag chairs, and low lockers areinformal in character. They provide physic&observation spaces into the neighboring openspaces, for the many observer/visitors Burrisreceives daily. Additional observation in thenew Burris school would be from revolving TVcameras mounted on alternating "A-Vtotems" and monitored centrally in the northadministration wing control room.

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The circulation courts include new as well asexisting toilet f acilities besides stairs andlight wells.

Each large open space (on first and secondlevels) is enclosed with easily-attachedseminar/office/storage/observation "pods."The pods provide the necessary supportfunctions for a viable "open plan" situation.The "pods" help direct the use of the largeopen space. They also serve to break the harshscale and monotony of the existing north andsouth facades, in order to achieve a multi-penetrable facility with greater respect for theneeds, comprehension, and scale of thetiniest learner.

Resource CenterC-1, E-2

The existing library has been extended toprotrude through the north-south arcade andover the public piazza to form a prominentnew information/resource center, a significantand symbolic link between the school and thecommunity (hopefully the school and thecommunity will eventually become one!).

The main information center is central withregard to the new facilitY; however, it is nothidden within it, as are a number IMC's(instructional materials centers) seen today.The new information center/IMC/library cankeep its own hours (24 hours/day if desirable)as can some of the other functions alongthe arcade (theater. play-bowl, discoverylabs, gym, etc.)

Directly below the main information ,...enter(separated by the theater lobby, however)is the elementary resource center, alsoaccessible from the piazza.

Both resource centers are servbasement service spine extendithe southwest corner delivery ar

The elementary resource centerfor the small child and linkselementary open spaces. Visitordown into intimate grotto-like restory telling areas.

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The existing library has been extended toprotrude through the north-south arcade andover the public piazza to form a prominentnew information/resource center, a significantand symbolic link between the school and thecommunity (hopefully the school and thecommunity will eventually become one!).

The main iniormafion ceMer is central withregard to the new facility: however, it is nothidden within it, as are a number !MC's(instructional materials centers) seen today.The new information center/IMC/Ii brary cankeep its own hours (24 hours/day if desirable)as can some of the other functions alongthe arcade (theater, play-bowl, discoverylabs, gym, etc.)

Directly below the main information center(separated by the theater lobby, however)is the elementary resource center, alsoaccessible from the piazza.

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Both resource centers are serviced through abasement service spine extending east fromthe sou thwest corner delivery area.

The elementary resource center is scaledlot the small child and links the two mainelementary open spaces. Visitors step or rampdown into intimate grotto-like reading andstory telling areas.

37

Theater FacilitiesD-1, 2, G-4

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The existing auditorium is incapable ofsupporting full dramatic performances;consequently the existing east gymnasium waspartially decked at second level and convertedto include a scene shop and storage area, agreen room, dressing rooms, toilets, and atelevision center. A fly loft has been addedto the stage (structural provisions for a fly loftcan presently be fou nd in the existing facility).The existing administrative area has beenconverted to a lobby for the new theater. Theexisting balcony has been converted to twoconvertible lecture facilities with a centralproject ion booth to service the theater. A new"bridge" now connects the two large existingauditorium windows and affords access to thetwo lecture halls as well as a view of thetheater. The existing stage has been alteredto a system of moveable platforms which,depending upon their arrangement, can form

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a thrust stage. A new lighting grid has beenproposed above the stage. Small balconyareas beh ind stage on second level providepossibilities for a choral or instrumentalbackground or special multi-media effects.Carpet-covered step seating has been proposedthat will accommodate a thrust stage; it willalso create an informal "forum"lback-and-forthatmosphere for discussion and interaction,rather than t he existing formal one-direct ionalpattern.

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a thrust stage. A new lighting grid has beenproposed above the stage. Small balconyareas behind stage on second level providepossibilities for a choral or instrumentalbackground or special multi-media effects.Carpet-cove red step seating has been proposedthat will accommodate a thrust stage; it willalso create an informal "forum"/back-and-forthutmosphere for discussion and interaction,rather than the existing formal onedirectionalpattern.

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22Most of the site has been designed to containactivities for very young children, locatingthem wherever possible adjacent to interiorspaces. Major recreational space for thesecondary students exists ..:kcross UniversityAvenue to the north.

The second level terrace, prominent on theeost and west sides of the facility, provides

6:4Cial space for the upper class students. Theterrace at the same time gives individualidentity to the secondary portion of thefacility. Furthermore, it now becomes possibleto enter directly to the second level, via twolarge ramps on the east side, accessible fromthe arcade. and stairs at other points.

The terrace, on the east, looks into thenorth-south exhibition arcade, down into the"discovery labs", across the park, publicpiazza, and reflecting pool, and into the"play-bowl."

The terrace, on the west, bridges the new gymwith the outdoor recreation facilities to thenorth. It also stops down to Join thecommunity rooms at the north-west corner. ",

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This area is enclosed with a transparent-airsupported dome whose mechanical support liesunder the south ramp. The surrounding earthhas been bermed to further define theactivity space; the berm can also be usedfor spectator seating. The play-bowlheatedin winter with the air that supports Roan be used all season for carnivals, pep rallies,exhibits, and recreational activity. In thesummer, the dome can be easily deflated andstored.

The domed play-bowl provides a largeeconomical space that, in addition to theabove mentioned uses, becomes a necessarytransition space for recreational activitiesduring conversion of the existing gym volumesand before the construction of the new"observation gym" is completed.

40

North-South ArcadeE-1, G-2

The glass enclosed, bermed, and rampednorth-south arcade becomes the circulationand activity spine of the new Bu rris facility.Highlighted with small "discovery labs,"whose skylights pop up for attention, aninviting new information center, a theater, a"play-bowl," and a public piazza, the "arcade"is a spatial-mixer experience-giver foreveryone.

The "arcade" can be enlarged with theaddition of new wings to connect from thenorth entrance/bus stop (bus stop is necessaryfor Burris seminared participants in the otherMuncie community schools) to the southgymnasi u m drive.

The earth is bermed all along the arcade,echoing the sloping roof forms of the existingbuilding. More important however, the bermsare climbable; holes can be poked throughfor experiements in chemistry, biology, ormeteorology from individual "discoverylabs." A school should be fun inside and out!Learning should take place everywhere, andthe physical facility should excite, provoke andencourage new spaces for learning a II overt

North GardeG-1

The north garden/plEoversized "a mphislaleading from the searea to the play-coulcan be used by playbleachers" for "speis a large kiln and st"well"-bound kiln. Tanother focal pointrelates to the art/crstreet.

The new garden/playvisually and physicalsuitable for observatindoor areas, while, Cproviding a p leasant

Both the north and srelate to the two largispaces. They each prspace via a series olthat accommodate ciwhile conc u rrently prentries for the childrccould be fu rther iderof large colorful symi

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North-South ArcadeE-1, G-2

The glass enclosed, bermed, and rampednorth-south arcade becomes the circu lationand activity spine of the new Burris facility.Highlighted with small "discovery labs,"whose skylights pop up for attention aninviting new information center, a theater, a"play-bowl," and a pub I ic piazza, the "arcade"is a spatial-mixer exper ience-giver foreveryone.

The "arcade" can be enlarged with theaddition of new wings to connect from thenorth entrance/bus stop (bus stop is necessaryfor Burris seminared participants in the otherMuncie community schools) to the southgymnasium drive.

The earth is bermed all along the arcade,echoing the sloping roof forms of the existingbuilding. More important however, the bermsare climbable; holes can be poked throughfor experiements in chemistry, biology, ormeteorology from individual "discoverylabs." A school should be fun inside and outlLearning should take place everywhere, andthe physical facility should excite, provoke andencourage new spaces for learning all overl

North Garden/Play-courtG-1

The north garden/play-court contains anoversized "amphistair"the outdoor stepsleading from the second floor administrativearea to the play-court below. The amphistaircan be used by play groups as "audiencebleachers" for "speakers" etc. Also includedis a large kiln and stack to replace the old"well"-bound kiln. The new kiln becomesanother focal point for the crafts area; it alsorelates to the art/crafts "museum" along thestreet.

The new garden/play-court provides safe,visually and physically contained open space,suitable for observation from surroundingindoor areas, while, at the same time,providing a pleasant view from these spaces.

Both the north and south garden/play-courtsrelate to the two large interior elementary openspaces. They each provide adjacent outdoorspace via a series of individual entrance-waysthat accommodate changing interior useswhile concurrently providing identifiableentries for the children. These entriescould be further identified with the applicationof large colorful symbols or numerals.

23

Administration/Store-Front Wing South Garden/Play-courtG-3 H-1

The additions surrounding the northgarden/play court might be called "operationstethescope," for they reach out to sense theactivity of the street. Lower level "store front"activities include a bookstore, soda fountain/student center, and art/crafts museum. Thesefacilities can be open into the evening and onweekends to gather students from thesurrounding neighborhood. The storefrontactivities provide an intermediate location or"stepping stone" from the home to the"classroom."

The new administrative location overlooks theon-site park as well as the University. It servesas entrance to Burris for all Universityparticipants. The administrative area has itsown identity and literally ties the lab schoolwith the University. This area includesseminar spaces (over "store fronts") forstudents and faculty involved withparticipation programs in Burris and elsewherein Muncie, It is the department headquartersfor participation programs of the Ball StateTeachersCol lege. These offices are alsoconveniently located between the actual BurrisSchool and the University.

The south garden/play-court is enclosed by thenew music/physical education wing. Thespace takes advantage of the natural slope inthis portion of the site by stepping down levelsto form an outdoor amphitheater interspersedwith play sculptures and fountains for theyounger ele men tary group. The amphitheaterfocuses upon a stage divided from the musictheater behind it by a rolling door. The door,when open, allows the music theater an"outdoor stage"when the conditions arereversed, it becomes possible, in good weather,to sit outside and view an indoor performance.

The south garden/play-court can also be usedby the adjacent kindergarten and nurseryspaces should they desire an activity spacelarger than the small scale "kinder-court"(located between the kindergarten andnursery).

PhysicalH-2, 1-1, 2,

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The south garden/play-court is enclosed by thenew music/physical education wing. Thespace takes advantage of the natural slope inthis portion of the site by stepping down levelsto form an outdoor amphitheater interspersedwith play sculptures and fountains for theyounger elementary group. The amphitheaterfocuses upon a stage divided from the musictheater behind it by a rolling door. The door,when open, allows the music theater an"outdoor stag e"when the conditions arereversed, it becomes possible, in good weather,to sit outside and view an indoor performance.

The south garden/play-court can also be usedby the adjacent kindergarten and nurseryspaces should they desire an activity spacelarger than the small scale "kinder-court"(located between the kindergarten andnursery).

Physical Education/Music WingH-2, 1-1, 2, 3, 4

The new physical education/music wing, alarge, noise generating volume is located to thesouth where the site drops ten feet. Thisenables the large mass to fit comfortably withthe scale of the rest of the complex. Thiswing also defines and encloses the southgarden/play court. Circulation "tubes" leadingto this area afford outdoor views to a varietyof play areas, especially appropriate forobservation.

The entire gymnasium complex has beendesigned for group observation of the variousactivities contained within. It is hoped thatBurris will be selected by the President'sCouncil on Physical Fitness to be ademonstration center for secondary programsin physical fitness for the entire United States.

The large "observation gym" planned forsecondary school use is divisible into twosmaller spaces, both of which are washed withnorth light from huge light hoods above.

43

Below the gym is a swimming pool visiblefrom the street through long eyelevel windows.Additional spaces provide for instruction inspecialized activities such as dance, bodydevelopment, etc.

The music areas include individual, grouppractice, and rehearsal rooms as well as asmall indoor-outdoor music theater.

Cafeteria and Community Room Service and VF-4,5 B-3, F-3

The existing Burris School contains three largerooms along the west basement. These rooms,once music practice areas, have beenconverted to a cafeteria and communityrooms. The cafeteria opens onto an outdooreating area that resembles a sidewalk cafe.This outdoor area is partially sheltered fromrain by new locker rooms added to theelementary gym above. The oldrefuse-collecting and water gatheringbasement wells that once provided minimallight to these large rooms have been replacedwith a new sunken entrance level. The oldwindows are now all doors opening onto thisspace, which in turn flows from the UniversityAvenue sidewalk.

Service for the entircmeans of a loading acorner of the existincramp at that locationequipment that is in 1a basement spine rtup to the different flo

The ramp also delivecafeteria located bel(west) gym.

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Vehicular access in ,limited to a drop-offthe nursery and kinda sheltered drop-off 1for events in the gymother areas of the aprovided for only a sicars.

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The existing Burris School contains three largerooms along the west basement. These rooms,once music practice areas, have beenconverted to a cafeteria and communityrooms. The cafeteria opens onto an outdooreating area that resembles a sidewalk cafe.This outdoor area is partially sheltered fromrain by new locker rooms added to theelementary gym above. The oldrefuse-collecting and water gatheringbasement wells that once provided minimallight to these large rooms have been replacedwith a new sunken entrance level. The oldwindows are now all doors opening onto thisspace, which in turn flows from the UniversityAvenue sidewalk.

Service for the entire facility is provided bymeans of a loading area at the southwestcorner of the existing school. A new loadingramp at that location receives supplies andequipment that is in turn distributed alonga basement spine running eastward and thenup to the different floors.

The ramp also delivers prepared food to a newcafeteria located below the elementary(west) gym.

A smaller ramp services the shop and containsa garage for car craft or driver training cars.

Vehicular access in the new facility has beenlimited to a drop-off immediately adjoiningthe nursery and kindergarten areas as well asa sheltered drop-off which can also be usedfor events in the gymnasium or theater andother areas of the activity spine. Parking isprovided for only a small number of visitor'scars.

25

45

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Site DevelopmentB-2, 3 C-2, 3, 4 F-3, 4 G-1 H-1

An attempt was made to f ully utilize everysquare foot of the existing site. "Kinder-court,""garden/play-courts." "play-bowl," "arcade,"and "west sidewalk cafe" were described.

Many alternatives for expansion wereconsidered, concentrating and dispersingvarious elements on various portions of thesite. It was finally decided that the landbetween the existing school and the streets(north and south) could be further defined,controlled and preserved with thedevelopment of substantial play-courts (unlikethe old central wells), Furthermore, thisenables the facility to connect, physically,street-to-street, university-to-community.

46

The remaining site provides a visualconnection from community to universitytowards the physical university symbol, theBeneficence statue. This portion, althoughvisually open, contains a variety of landtreatments; moving south, these range from"park" (most trees already exist here) lo"pond" (for ice skating in winter and wading

in summer) to "Ixand gatherings)and recreation alto vehicular acce:incorporate contrzworthy of explorelextending on a dthe University, ischannel, for mothsurrounds a flagpcdirected toward tto the east and thiFuture expansionHospital on the wrespec t to planne(direction.

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fully utilize everyng site. "Kinder-court.".)lay-bowl," "arcade."

were described.

,aansion wereig and dispersingirious portions of thed that the land

-tool and the streetsJ be further defined,.(1 with thenal play-courts (unlike.rthermore, this

. nnect, physically,,y-to-community.

Ai-

The remaining site provides a visualconnection from commu n ity to universit ytowards the physical university symbol, theBeneficence statue. This portion, althoughvisually open, contains a variety of landtreatments: moving south, these range from"park" (most trees already exist here) to"pond" (for ice skating in winter and wading

in summer) to "public piazza" (for exhibitionsand gatherings) to "play-bowl" (for carnivalsand recreation all seasonopen in summer),to vehicular access. Varying treatmentsincorporate contrasting surfaces and materials,worthy of exploration. A major walkway,extending on a diagonal toward the center ofthe University, is reinforced with a waterchannel, for model sailboats, that anchors andsurrounds a flagpole. Additional walks aredirected toward the University Student Centerto the east and the community to the south.Future expansion of the Ball MemorialHospital on the west provides a firm edge withrespect to planned development in thatd irection.

NIL .

47

26

sequence through final design model from roofto basement showing all spaces in existingfacility

27

ma_ ....k

Preliminary Phasing andCost Estimate

This preliminary estimate Is based on thefollowing:1) Areas provided by the College of

Architecture and Planning and amendedas per discussions M. Rosenman/M. R.Morris.

2) Outline sketches, photographs, protectreports and inspection of models allproduced by the College of Architecturea nd Planning.

3) Median standards of construct ion.

4) Normal ground conditions.

5) Complete new plumbing, heating,ventilation and air conditioning andelectrical installations to the new and allexisting structures.

6) The format of this estimate is based on thephasing noted in the feasibility studyand includes for construction costs only.

The following are not included:a) Equipment, f urn itu re, furnishings.

b) Professional fees.

c) Escalation in excess of 5% of todays prices

A

Phases A, B, and C

PHASE AEXISTING

PHASE B(New Construction)Single story Nursery building with link

connection to existing building.Kindercourt area paved with fencing and play

areas, drainage and lighting.Parking area including curbs, drainage,

lighting.

PHASE C(New Construction andconstruction inside existing structure)Resource center partly new construc tion and

partly constructed into existing Library.Paved public plaza area with drainage,

lighting.Reflecting pool and related construction.Allowance for Park Development.

8.2

Area Sq. Ft.

2,500 s.f.

4,000 s.f.

12,800 s.f.

TOTAL PHASE

6,800 s.f.

4,800 s.f.4,200 s.f.

TOTAL PHASE

ing and

is based on the

College ofling and amendedRosenman/M. R.

.ographs, projectI of models allle of Architecture

onst ru ct ion.

ons.

ig, heating,ditioning andto the new and all

mate is based on the,asibility studyruct ion costs only.

uded:urnishings.

5% of todays prices

A

Phases A, B, and C

PHASE AEXISTING

PHASE B(New Construction)Single story Nursery building with link

connection to existing building.Kindercourt area paved with fencing and play

areas, drainage and lighting.Parking area including curbs, drainage,

lighting.

PHASE C(New Construction andconstruction inside existing structure)Resource center partly new construction and

partly constructed into existing Library.Paved public plaza area with drainage,

lighting.Reflecting pool and related construction.Allowance for Park Development.

13.2

B.

Area Sq. Ft.

2,500 SI

4,000 s.f.

12,800 s.f.TOTAL PHASE B

6,800 s.f.

4,800 s.f.

4,200 s.f.

TOTAL PHASE C

C.3

C.4C.2

Cost

10,000

112,000

32,000

154,000

204,000

22,000

21,00020,000

267,000

Phase D

PHASE 0-1--(Modification to Theater)Convert existing Theater balcony to form two

Lecture Halls by the use of sliding doorsfrom central core to form enclosu res. Carpetexist ing stepped floor, install newsuspended ceiling and renovate walls.

Extend flyloft.Construct new bridge to edge of existing

balcony with balustrade one side.Remove existing Theater seats, reahgn existing

Theater floor level and cover stepped floorwith carpet, install new suspendedceiling with grid for lighting over stage andmake good and paint walls.

PHASE 0-2(Gymnasium Conversion)Create Theater support area by introduction

of new mezzanine floor in existingGymnasium.

New load bearing dividing wall insideexisting gymnasium including foundations,pilaster, etc. and make good.

PHASE 0-3(Enclosing existing courtyards)Demolitions of existing structures is courtyard

areas.Modification to existing windows overlooking

old c ourtyard areas.4'0" Fill, grade slab, second floor with open

wells surrounding with balustradingplexi glass roof covering to Courtyard areas.Exist ing brickwork cleaned and pointed,average floor and ceiling finishings. (Twocourtyard areas.)

PHASE 0-4---(Playbowl area)Playbowl area grassed with grassed perimeter

embankment having holding down pointsand with retaining walls for approximately1/4 of the circumference. Air inflatedtranslucent dome shaped canopy includingheating and electrical.

Area Sq. Ft. Cost

2,400 s.f. 67,0001,200 s.f. 24,000

450 s.f. 13,000

5,400 s.f. 114,000

2,400 s.f. 58,000

1,800 s.f. 24,000

Say 4,000

Say 5,000

15,000 s.f. 375,000

17,600 s.f. 93,000

TOTAL PHASE D 777,000

; 0.3 I

r-1

r-r -r;

1:1.1

I,

JAL.

11

N

aft.

Phase E

PHASE E-1----(New construction connected toexisting structures)North/South arcade (Phase 1 ) with new

external walls with earth embankmentsroof with domed roof lights modification ofexisting windows to form blank openingswalkways in certain area, plexiglass roofenclosures in two areas, modifications toexisting facade. Main ent rance glazedentrances with steps..

PHASE E-2, 3(Remodeling interior)Demolition of existing parti tioning on 1st and

2nd floors to create open plan configuration,construction of audio/visual totems aroundapproximately 50% of existing columns,carpet covered floor and accoustic tilesurfaces.

Construction of new Elementary ResourceCenter within existing building inpreviously unexcavated areas.

PHASE E-4----(New construction connected toexisting structures)Two story learning pods connected to

existing building.

Area Sq. Ft. Cost

10,000 s.f. 280,000

62,800 s.f. 1,005,000

4,400 s.f. 132,000

3,500 s.f. 126,000

TOTAL PHASE E 1,543,000

4:4

.41

Phase F

PHASE F-1--(Mod if ication to existingelementary Gymnasium and new locker area)Form opening approximately 50'x20' in

existing wall for new bleachers, new lockerareas with ramped access.

PHASE F-2--(New Construction)Single story auto shop and entrances.

PHASE F-3--(Modifications to existing andnew work)Construct concrete ramped access to service

entrance into curbs, drainage, lighting.Modifications to existing structures to provide

service facilities (minimal work).

PHASE F-4(Mod if ications to existingbasement)Convert existing f acility to community rooms

with carpet covered floor and accoustic tileceiling in demountable grid suspensionsystem throughout, renovate existing wallsurfaces.

PHASE F-5(Mod if ication to existingbasement)Convert existing storage areas to Cafeteria and

food service facility with impervious floorfinish and pan metal or acoustic tile ceilingin demountable grid suspension. Renovateexisting wall surfaces, provide servicefor kitchen equipment.

53

Area Sq. Ft. Cost

2,300 s.f. 81,000

1,600 s.f. 37,000

8,000 s.f. 40,000

3,000 s.f. 75,000

4,600 s.f. 76,000

4,300 s.f. 86,000

TOTAL PHASE F 397,000

F4 I

F.1

F.3

F-4

F-1F-5

F-3 t

-

1

sok oft

Phase G

PHASE G-1(New construction)North garden playcourt surface 50% grass,

50% paving, drainage, lighting, etc.Allowance for Kiln.Allowance for staircase.Tree planting.

PHASE G-2(New construction)North/SoLth Arcade Phase No. 2 including

planetarium.

PHASE G-3(New construction)Construction of two story administration and

professional program area.

PHASE G-4(Modifications to oldadministration area)Remodel existing administrmion areas to form

new Theater Lobby including make uplevels and new floor and renovate existingwalls and ceilings.

PHASE G-5--(New construction)Construction of new museum area and

storefronts for student center.

Area Sq. Ft. Cost

9,000 s.f. 27,000Say 10,000Say 6,000Say 1,000

2,000 s.f. 40,000

15,500 s.f. 511,500

2,500 s.f. 50,000

3,600 s.f. 129,600

TOTAL PHASE G 775,100

0.3

0.2

-,

,

r----4 1 1 0.4 /1I I rd ,

I1i I

1 I

1

1 I

Phases H, and I

and General

PHASE H-1(New construction)'.: South garden playcourt with stepped pavings,,. drainage, lighting, etc.

',_". i Allowance for water display.!:..! Tree planting.

:', PHASE H-2(New construction)." Inside/outside Music Theater with moveable

stepped floors, learning tubes and glass4..' enclosed walkway.,

',-i PHASE I-1(New construction)Swimming pool and locker areas at basement: level situated beneath new gymnasium.

.,

::-: PHASE I-2(New construction)Observation gymnasium.

:.. PHASE I-3(New construction ):. Additional music' facility (double height).; Two story storage facility.4 .

PHASE I-4(New construction)' Additional Physical development spaces.1,'1 GENERAL

Mostly new plumbing, new H.V.A.C. andelectrical installations to existing structures

k additional to phases above. No other,1). renovations included.

Allowance for strengthening steam line and" . 800' of new chilled water lines.

Area Sq. Ft.

8,000 s.f .SaySay

4,700 s.f.TOTAL PHASE H

9,900 s.f.

9,900 s.f.

2,000 s.f.2,000 s.f.

3,500 s.t.TOTAL PHASE I

21,200 s.f.

Say

TOTAL GENERALLY

Cost

56,00015,0001,000

188,000260000,

347,000

297,000

66,00050,000

105,000865,000

212,000

60,000

272,000

i

)

Phase B

Phase C ,

Phase D

Phase E

Phase F

Phase G

Phase H

Phase I

General

TOTALZ?,

H.1

r - -----

I I

1-4 1 1 1-2

1 I

7'

1gs,Area Sq. Ft.

8,000 s.f.SaySay

Cost

56,00015,0001,000

4,700 s.f. 188,000TOTAL PHASE H 260,000

9,900 s.f. 347,000 Cost

9,900 s.f. 297,000 Phase B 154,000

Phase C 267,0002,000 s.f. 66,0002,000 s.f. 50,000 Phase D 777,000

Phase E 1,543,000

3,500 s.f. 105,000TOTAL PHASE I 865,000 Phase F 397,000

Phase G 775,100

esPhase H 260,000

21,200 s.f. 212,000Phase I 865,000

Say 60,000 General 272,000

TOTAL GENERALLY 272,000 TOTAL $5,318,100

------ _ 1_

Th1.3 j

-.\)1

;

1.4 1 1 1.21 1 1.1

Collection 56

!

1

rr

Whittier Still sits the school-house by the roadA ragged beggar sleeping.

Is.

Le Corbusier Let us build for ourselves a new consciousness,the lever of fruitful deeds.