art classroom renovation

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DEWITT MIDDLE SCHOOL ART CLASSROOM

RENOVATION

DEA 4590FALL 2012

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HALEY CONOVER(LEADER)

ALEX COTEWILLIAM “CARLOS” HIGGINS

AMY JUNGHA LEEAMRITA MOOKERJEE

MARY ZAMBELLO

CLIENT: DEWITT MIDDLE SCHOOL

ART DEPARTMENT

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TABLE OF CONTENTS

1. INTRODUCTION 7 Mission Statement 8 Executive Summary 9 Programming Approaches 12

2. ISSUES 21 Context 22 Summary of Findings 23 Current Floor Plan 32 3. RECOMMENDATIONS 35 Goals and PR Statements 36 Line-by-Line Table 41 Concept Diagrams 42 Phased Design and 44 Framework of Decisions Detailed Programs 46 Future Issues 70

4. APPENDICES 73 Visual Supplements 74 Suggested Floor Plans 76 Citations 78 Assignment Distribution 80

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INTRODUCTION

MISSION STATEMENTEXECUTIVE SUMMARY

PROGRAMMING APPROACHES

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MISSION STATEMENT

To create a program for the art classroom in Dewitt Middle School that best supports the creativity and physical needs of students, while optimizing access to and security of resources for both teachers and students during all phases of the art process.

Introduction

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EXECUTIVE SUMMARYSUBTITLE:

DeWitt Middle School – located at 560 Warren Road, Ithaca, NY – is one of two central middle schools in the Ithaca City School District, and has a total enrollment of approximately 525 students spanning the 6th, 7th, and 8th grades. Students are required to take an art class for a minimum of one academic quarter each year; the school’s art program is nationally recognized and highly rated. Currently the art program has been allocated one classroom (1,272ft2 with 130 ft2 used as storage) and one teacher.The art space is divided into many different areas: the teacher’s desk, student work area, closed storage, student storage, backpack storage, current materials, printer, research computer, paper cutter, cleaning/sink area, wall space, gallery/display space, and kiln.

Through observation and analysis we determined the major design problems with the space to be:• Student Storage – There is inappropriate and insufficient storage for student’s binders, personal belongings, and current projects.• Teacher Storage – Materials storage area is inappropriately located, does not provide adequate protection from unauthorized access, and does not protect delicate materials.• Flexibility for Activities– Not all students are able to face the instructor – or the demonstrations projected on the screen – from their workstations. Areas for activities have inappropriate adjacencies (for example, the sink area’s proximity to the paint and other materials storage areas).• Review Space – There is insufficient wall space for critique, and there is not a way to respectfully display student artwork. The current tack-boards are very difficult to pin items to.

Introduction

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• Environment – The classroom walls and hallways are not stimulating or engaging, and do not provide an interactive experience. Regarding this problem, the instructor stated “[T]here should be more of a hip kind of feeling going on”. The curriculum requires each student to be cycled through the classroom each year, and so we have developed a program that attempts to address these issues in hopes of improving user satisfaction and performance. We were able to use two programming approaches to analyze the space: User Profile ApproachA description of the Teacher and Student users was compiled to better understand their needs within the art room, and to provide designers with a more complete illustration of how the space will be utilized. Social-Psychological Functions ApproachThis approach provides a description of the non-overt environmental behaviors that may be expressed by teacher and student users in the art room. It assesses which behavioral functions should be supported or suppressed in a classroom, and therefore will help the designer to create a space that is suited to the functional needs of both the art teacher and the students of DeWitt Middle School.

Introduction

EXECUTIVE SUMMARY

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SUBTITLE:

Introduction

EXECUTIVE SUMMARY

Our final step has been to produce a set of recommendations for the art space aimed at resolving the issues stated above. Particular attention has been paid to the storage of goods – and whether it is to be accessed by students, the teacher, or both. We also recommend that the additional classroom space across the hall be incorporated into the art program to provide additional storage as well as to serve as a digital art space. The program that follows has the intention providing increased support for student activities and optimizing the storage of personal and instructional supplies.

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As a means of gaining a more thorough understanding of the demands of the art classroom, the programming team has relied upon two approaches, or strategies. The first, the user profile approach, explores the needs of the primary users of the space as a means of understanding what elements are important to consider during the design phase. The second, the social-psychological functions approach, describes what tasks should be supported or discouraged through the physical design of the space and its components. With the support of research, observation and interviews the space has been evaluated in terms of the aforementioned approaches, illuminating the significance of key factors and informing recommended and ideal spacial outcomes.

Introduction

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User Profile ApproachA description of the Teacher and Student users compiled to better understand their needs within the art room space. It is an appropriate method for the Dewitt Middle School art classroom project as it will assist the designer in understanding the both the student’s and teacher’s needs while creating a more complete illustration of how the space will be utilized.

Teacher

User:

The current middle school art teacher of Dewitt Public Middle School in Ithaca, New York acquired the current space from a previous teacher mid-year. School-year teaching and summer graduate school have resulted in a limited ability to adapt the space or to remove the previously accumulated materials.

Goals:

Expressed goals include the creation of a “feeling of arrival” and distinction from other classroom spaces, facilitating the creative process, providing sufficient room to allow digital art creation, and promoting respect for completed student work.

Needs and Abilities:

Room to Prepare Lesson Materials: In order to develop a lesson plan, space is required for the storage of reference materials (books, documents), example pieces (partial or complete artworks for demonstration), and clerical materials. The space should be separate from student workspace in order to avoid disruption of aforementioned materials as well as to provide an appropriate level of privacy (Altman, 1975).

Introduction


USER PROFILE APPROACH

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PROGRAMMING APPROACHESUSER PROFILE APPROACH

Demonstration Space: An area adjacent to student workspace where the teacher can present instructional material to the class. Potential instructional materials may include physical two and three dimensional artworks, digital media, and informational demonstrations. Environmental conditions should be conducive to the presentation of the aforementioned types of instructional materials (visibility and line-of-sight by students, lighting on projected or physical displays) (Series, 2001).

Promotion of Artistic Engagement: Related to demonstration space, the room as a whole should facilitate student engagement so that the educator is able to carry out his or her job; providing artistic education to students. If students are distracted or busy performing non-curriculum related tasks the value of class time will become significantly reduced. Clearly defined spaces, seating arrangements which facilitate social engagement or focus on work, and providing line-of-sight to instructional materials all display evidence of promoting student engagement (Stewart & Evans, 1997).

Supervision: One of a teacher’s primary duties it to promote both emotional and physical student safety. As an art room may contain students who are critical of other’s work (indirect bullying) as well as potentially dangerous implements (paper cutter, knives, kilns), a clear line-of-sight as well as ease of movement is essential to the identification of and response to undesirable situations (Craig, 2000; Series, 2001).

Storage: Storage is required for all stages of the art process. Materials, works in progress, and completed and graded works have variable space and security demands. Additionally, storage for the instructor’s personal materials and effects is required.

Introduction

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Students

User:

Sixth, seventh, and eighth grade students between the ages of ten and fourteen at varying developmental stages are the other primary users of the space. Students are both male and female from the area surrounding Dewitt Public Middle School in Ithaca, New York. Students participate in art programs for one a semester of the school year, for a variable number of days per week depending on the grade level.

Goals:

In life, as well as within the art classroom, students display an increased focus on overall performance as opposed to task completion (Anderman, Hicks, Midgley, 1995). This includes a desire for positive judgments of the provided work and self from others, both peers and adults. Social goals, and an increased desire to behave according to social norms, drive students to make decisions based on the community in which they reside (Issue Brief, 2010). This represents an overarching goal to belong and to learn their place within the existing social structure (Wentzel,1998).

Introduction



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Needs and Abilities:

Moral Development: Morally, most students exist between stage one and four of William Damon’s “Six Stages of Moral Development” specifically, avoidance of punishment, desire for reward, decision making based on interpersonal relations, and behavior based on social norms (Kehl, 2011). During middle school years, students may be growing through earlier stages, while others may be developing ahead. However, the difference can lead to variable needs as far as supervision. Earlier developing students should feel as if they have enough space as a representation of teacher trust in their ability to self manage, which will encourage further development and successful independence. However, enough supervision must be provided in order to allow for prompt discipline when necessary, related to the desire to avoid punishment (Issue Brief, 2010).

Social Development: Relatedly, students begin to rely on increased support from peers and teachers as suggested by Damon’s third and fourth stages of moral development (decision making based on interpersonal relations and behavior based on social norms). Because of this, it is important to encourage student interaction and trust as well as provide a supportive community (Wentzel,1998). On the other hand, tendencies towards conformity also begin to develop during these years, thus providing opportunities for students to learn from others outside of their regular friend group which is important for further development (Kehl, 2011).

PROGRAMMING APPROACHESUSER PROFILE APPROACH

Introduction

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Introduction



Abstract Reasoning: In acquiring abstract reasoning skills, students have the growing abilities to consider possibilities, progressions, contexts, relativities and understand their abilities in terms of others (Darling, 2012). In order to encourage this development spatially, display space can be used as a tool to boost student confidence, develop critique skills, and provide opportunity for reflection (Powell, 2005).

Emotional Development: Further, middle school students typically experience an increase in emotion due to hormonal shifts, the increased pressures felt in relation to social interactions, and a shifting organization structure including new expectations from teachers. This emphasizes the need for a stable space with a definitive purpose in order to reduce ambiguity of expectations (Powell, 2005).

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PROGRAMMING APPROACHESSOCIAL-PSYCHOLOGICAL FUNDTIONS APPROACH

This approach provides a description of the non-overt environmental behaviors that may be expressed by teacher and student users in the art room. It assesses which behavioral functions should be supported or suppressed in a classroom, and therefore will help the designer to create a space that is suited to the functional needs of both the art teacher and the students of DeWitt Middle School.

Teacher

Functions to be supported:Positive and supportive interactions with students: The teacher should maintain positive relationships with students involving caring, friendliness, understanding, dedication, and dependability. (Ryan 2001).

Instruction and feedback: The teacher should be able to access every student, view the students’ work, and provide instruction and feedback on the students’ work. Functions to be suppressed:Negative interactions with students: the space should clearly define the teacher’s role within in the classroom, and discourage students from being disrespectful or too informal when interacting with the teacher.

Inflexibility: the space should not restrict the teacher from performing a variety of tasks and instructing students on different topics that require diverse settings and materials.

Introduction

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Students

Functions to be supported:Positive social interaction: The space should facilitate appropriate social interactions with peers and the teacher, and support group work and cooperation. It should also allow students to focus on independent work and provide adequate personal space when neces sary. (Ryan 2001)

Engagement: The space should enable student engagement with the work they are doing. The student’s ability to participate in independent and self-regulated learning should be encouraged. (Ryan 2001).

Motivation: The space should motivate and encourage students to put effort into their artwork and perform tasks to the best of their ability (Anderman 1995). Artistic exploration should be encouraged and supported, and the space should stimulate the creativity of the students.

Functions to be suppressed:Disruptive behavior: The space should minimize opportunities for distraction and negative social interactions between students and their peers. (Ryan 2001).

Aggressive interactions: The space should suppress negative stimulation that could result in aggressive behavior in students. (Craig 2000).

Competitive behavior: space should discourage competitive behavior based on ability that might undermine the self-efficacy and motivation of students. (Anderman 1995).

Introduction


SOCIAL-PSYCHOLOGICAL FUNDTIONS APPROACH

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ISSUES

CONTEXTSUMMARY OF FINDINGS

CURRENT FLOOR PLANFUTURE ISSUES

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CONTEXT

Issues

DeWitt Middle School is one of the two middle schools in Ithaca City School District. Its mission is “to provide a meaningful education experience for all students by fostering academic excellence and effective communication; teaching skills for exploration, problem solving and independent learning; guiding the social, emotional, creative and physical development of students; and preparing functional and responsible citizens.” The school has 525 students in grades 6 through 8. Dewitt Middle School has a culturally very diverse student body; there is a large ESL population representing about 30 different languages. The school’s music, art, drama, and technology programs are rated among the best in the country.

The school implements a quarter system and all students are required to take an art class for one quarter every year. In other words, all the students take art during their three years at DeWitt. Currently, the art classroom holds about 30 students per class and there are five classes per day 6th grade class starts from foundations of art by using markers and simple tools. As they advance into 8th grade art class, students are allowed to work on individual projects using various materials such as paint, clay, origami, and digital art.

Currently, the art classroom has 1272 sq ft and 130 sq ft is used for the storage area. The room across from the art room will be used as digital art room that provides opportunities for the students to use computers and various other digital media to explore the greater scope of art. The art classroom does not provide enough space for review or gallery space. Hence, the classes use the pinup boards in the hallway to showcase their work.

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SUMMARY OF FINDINGS

Issues

We interviewed the current art teacher, Ms. Van der Maas to clearly indentify the issues the teacher and students were facing. We provided her with our scope of the project ahead and asked to answer a number of questions. From the interview, we were able to gather these findings:

Storage is the biggest issue, all types - materials, classroom supplies, student belongings and binders. Ms. Van der Maas also mentioned the tables as being a big issue as well. There are very limited layouts that work in the space. A lot of the time the kids have their backs to where she’s presenting from, their very large backpacks have to sit under their tables because they don’t want to leave their belongings in the hall for security reasons, and she would prefer to have taller tables so students can stand while working. She wants there to be flexibility for different students; whether the tables are taller, or adjustable heights, as well as being able to move the tables more easily.

The teacher mentioned having tables with drawers as being a good solution to where some of the supplies could be stored, whether students want to bring in their own materials. There is a lack of binder storage currently - not enough space to store 500+ binders, and shelving is an inappropriate height for current students.

The sink/paint area is an issue. There should be more of a journey to the clean up process. Paint is currently stored near the sink. Getting and putting away paints, as well as cleaning up at the sink should be two different processes. Having them both in this area causes crowding. There should be a more efficient flow to the end of the day, and clean up.

Lastly, with it being a middle school, there’s a lot of craziness going on. In terms of aesthetics, the space should have a little edge; not in your face, but something a little different to show students its okay to be themselves, and to inspire creativity. The current classroom and hallway have the same appearance as the rest of the school, and is somewhat bland. The space should promote excitement about art and the projects that they are doing.

INTERVIEW

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SUMMARY OF FINDINGS

For a better understanding of how the teacher and students interact with the space, we observed student and teacher behaviors on Septemer 26, 2012.

• The students file in and take the chairs down from on top of the table and sit down. Teacher asks them to get out their sketchbooks and they get them out of their backpacks. Their backpacks stay at their desks either on the chairs behind them or on the floor.• Teacher turns the lights off to get the class’ attention. She then puts a video on the projector. Some students have to contort their bodies to see the projector because of the positioning of their chairs.• After the video the teacher turns the lights back on and asks the students to gather around the central table for a demonstration. Some sit on tables and some stand and it is crowded for the 26 students to see the table. The teacher sits and demonstrates a drawing technique.• The students go back to their seats. The noise of the moving chairs is very loud. The students draw at their seats while the teacher circulates and gives out materials. Everyone sits leaning over their paper, not using the backrest that is provided on the chair. There is one girls’ table and the rest are all boys which suggests that the students pick their own seats. There is one table where there are two adult aides who sit with the four boys at the table. They sit in the same type of seats as the middle schoolers do. The students are a wide range of heights.• The teacher continues to walk around helping students. One boy gets up to get a smock to protect his shirt from the charcoal. Another boy gets an item from home out of his backpack and fiddles with it.• At the end of the class the teacher asks the students to clean up by table. Each table takes a turn going to the sink and washing their hands and the table. Even when dismissed by table there are many students who have to wait by the sinks for their turn. They use the waiting time to socialize.• The teacher turns off the lights again and once everyone is done cleaning and re-settled they are dismissed to their next class by the bell.

OBSERVATIONS

Issues

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SUMMARY OF FINDINGSOBSERVATIONS

From observational notes we made, we were able to come up with these interpreations:

• The tables are the base; the students always return to them -> make tables the focal point• Chair position makes it difficult to see screen -> swiveling chairs and table position so that students can easily turn to see the screen• Lots of different size users on the same size chairs -> adjustable height seating• Backpacks can be a distraction at seats -> store backpacks away from seats• The teacher moves about the classroom throughout the class, she does not sit at desk -> move teacher’s desk to extra room• Hard to see demonstration table -> provide more room around table or arrange student seating to see table better

Issues

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SUMMARY OF FINDINGSRESEARCH

Psychlogical and Development:

Anderman - “Differences between Elementary and Middle School Teachers andStudents: A Goal Theory Approach”

This study explored changes that occur in behavior from elementary to middleschool students. A decrease in motivational orientation occurs during the middleschool years, which may be attributed to a change in learning environments between elementary and middle school. Middle school teachers stress performance goals more than task goals. Stress on task goals was found to be related to self-efficacy in both teachers and students, while stress on performance goals relating to schoolwork was found to be negatively related to self-efficacy for middle school students.

Altman- “The Environment and Social Behavior”

Altman explores the interactions of privacy, personal space, territory and crowding. This has value for our project as a classroom in an inherently social space in which students are expected to learn and faculty are expected to respect specific spacial guidelines. Privacy is defined as the way in which individuals seek to become “less accessible”, personal space and territory are the means of establishing appropriate privacy, while crowding occurs when individuals are unable to maintain their preferred levels of privacy. Altman states that “the concept of privacy is central to understanding environment and behavior relationships”. Behavior

Issues

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Darling- “Thinking About Kids”

Darling is a champion of Middle Schoolers, noting their growing mental capacities and the exciting implications for both teaching an learning. She notes that student have a growing ability to understand possibilities, abstract concepts and relativities which relate to their perceptions about their environment as well as the tasks which they perform. Relating to emotional development, the emotional strain of the average school day is discussed, and is an important factor when considering the classroom process. Finally, attention is given to the social needs of the middle schooler. The importance of peers and peer support, as well as self reflection have important implications for the art classroom as a whole. Psychology and Development

Doda- “Ten Current truths About Effective Schools”

This article specifies several ways in which the overall school environment can affect what happens within it; they are as follows. Students should feel as though they belong to a small, personal group. Personalization and fun help keep the school climate friendly. Students and teachers should interact on a personal level as well as an instructional level. Many different types of success should be recognized, not just academic excellence. Teachers should be standing and moving around the classroom as they teach. Make sure the students know that they are cared for. Overall, this article calls for recognition of middle-schooler’s social needs as well as their intellectual needs.

Issues

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Hanlon- “Create an Aesthetic Learning Environmnent”

The physical design of the school affects the success of the students. This paper recommends changes in the “aesthetic stimuli” of the school to improve the experience of the space. Lighting should be adjustable so that it can be altered to match the activity that is taking place. There should be visual variety of textures and colors. The sound level of a space should be monitored to reflect the activity one wants to take place: for individual work the room should be quit, for group work that requires energy a louder environment may be helpful. Furniture should be flexible to allow for groups of different sizes as well as individual work and should have enough variety to reflect different students’ individual needs.

Issue Brief No. 42- “Providing Multiple Benefits to Middle School Students”

The Brief explores the specific needs of middle school students while noting that there exists a “wide range of challenges, skills and needs – all within the same age group.” Nearly all the given areas are extremely applicable to the art room environment, including competence and achievement, which discusses students need to successfully accomplish tasks to build self-efficacy; self definition, or the need to understand them selves and their abilities in relation to others; creative expression, and the opportunity to explore various arts as a means of communication; and meaningful participation, to build an understanding of expectations an the appropriate means to create a successful interaction.

Kehl- “Kohlberg’s Moral Development Theory Applied to Middle Schoolers”

To begin, Kohlberg’s theory describes six stages of moral reasoning through which all adolescents must travel. The article describes the stages; from punishment avoidance, reward and interpersonal relations to social order, social contract and finally universal rights before applying them to the middle school setting. Focus is given to the great diversity of stages which middle schoolers may inhabit and how to address the variation in the classroom.

Issues

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Powell- “Introduction to Middle School”

The article is largely a response to this quote by Milgram: “Crossing over the line from childhood to adolescence is difficult because the line is not clear and there are inherent risks involved. It is an emotional leap as well as a physical one, and maintaining a balanced sense of self becomes increasingly difficult.” It discusses emotional growth in relation to work and others perceptions, as well as self-perception while concluding that no element of middle school development is independent and that all factors are deeply interrelated.

Rushlow- “Why Middle School Art Matters”

Rushlow notes the growing societal importance of “right-brain” thinkers and the fact that many skills necessary to perform creatively are generally only witnessed within the art classroom. Time is spent describing not only the direct cognitive and emotional benefits to art, but also the aspects of art room teaching which results in positive development. He concludes on the importance of “a comprehensive, balanced, and sequential program of visual arts instruction for every student in every middle school.”

Ryan - “The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School”

This study looked at eighth grade students and the social environment of theirclassroom. It explored changes in motivation and engagement levels of these students that occurred when they went from seventh to eighth grade. Generally, students who had been strongly motivated and engaged in seventh grade continued to be motivated and engaged; race, class, and gender had no effect on either factor. Positive changes in motivation and engagement occurred with teacher support of interaction and mutual respect. Negative changes in motivation and and engagement were related to students’ perception of the teacher as promoting performance goals, as opposed to task-related goals.

Issues

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Wentzel- “Social Relationships and Motivation in Middle School”

In order to study social motivation, Wentzel studied perceived support from peers, teachers, family cohesion, psychological distress, interest in school, performance and social goals and related the factors to academic achievement. Supportive relationships were found to be one of the most important factors for academic success, and highlights the need for an environment in which students are able to express themselves without fear of criticism.

Behavior:

Craig - “Observations of bullying in the playground and in the classroom” This study looked at instances of bullying and aggression in both classroom andplayground environments. It was found that direct bullying was more prevalent in the playground, and indirect bullying was more frequent in the classroom, due to the constraints of the environment. Aggressive children were more likely to bully in the classroom, and peers that were present were often responsible for instigating or exacerbating occurrences of bullying. Types of indirect bullying that were observed in the classroom included gossip and social exclusionary behaviors; since the classroom environment was small and closely supervised, children resorted to more covert forms of bullying.

Plympton, et al.- “Daylighting in Schools: Improving Student Performance and Health at a Price Schools Can Afford”

This conference paper pinpoints the various benefits of providing daylighting in schools. The benefits described from several case studies range from decreased sick days to increased speed and proficiency on tests. The article also argues that the benefits of daylighting can be achieved at a relatively low investment cost.

Issues

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Issues

Series on Highly Effective Practices- “Arranging the Physical Environment of the Classroom to Support Teaching/Learning”

The physical environment is capable of proactively limiting behavior problems and promoting good behaviors in both teachers and students. This means that the space should be arranged to support positive activities while minimizing the ability of negative actions to occur. The article notes the importance of clearly defined spaces, the impact of various seating arrangements, limiting of congestion, sight lines and general organization.

Stewart- “Evans, Assessing the Instructional Environment”

The article explores the impact of the physical environment, instructional management and behavior management in relation to teacher effectiveness. Of note, the physical environment section highlights the importance of organization, appropriate layout, designated spaces and seating arrangements as a means of expressing expectations to students nonverbally.

Technical

Hua et al.- “Effectiveness of daylighting design and occupant visual satisfaction in a LEED Gold laboratory building”

In a post occupancy evaluation on the environmental conditions in a LEED certified building, Hua et al. claim that computer-based work requires ambient light levels of less than 500 lux, while paper-based work requires light levels of at least 500 lux.

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Main Storage:Temporary

structure does not support

storing materials

Student Storage: Current shelving

unit lacks sufficient storage

for students

Work Area:Desks and chairs

does not support physical needs of

students

Unused Items: Many spaces of

the room are wasted for storing

unused furniture

New Room: Items currently

stored in the room should be

cleared out

Entry Hallway: Lacks sufficient system for displaying students’ work

CURRENT FLOOR PLAN

Issues

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RECOMMENDATIONS

GOALS+PR STATEMENTSLINE-BY-LINE TABLE

CONCEPT DIAGRAMSPHASED DESIGN AND

FRAME WORK OF DECISIONSDETAILED RECOMMENDATIONS

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Recommendations

Goal statements:While the Mission Statement (page BLANK) provides the scope of work to be completed, the following goals and performance requirements (PR) provide more detailed guidance as to the physical design of the classroom. Before any redesigns can be considered we must ask “what do we want to accomplish?” or, “what are the goals?”. The many users of the space have very different needs, and so goal statements have been generated to guide the design and make sure no issues to are overlooked. PR statements have been developed for each goal; these PR statements establish criteria against which final designs can be measured, without specifying design solutions.

1. The facility will provide adequate storage for students’ belongings.PR.1: The shelves for student storage should be a proper depth (~12-14”H X 10”D) for binders and other materials.PR.2: Shelves should be accessible to middle school students.PR.3: Storage space should be provided for overnight storage of students’ personal belongings.PR.4: Adequate space to store students’ 2D and 3D in-progress artwork should be provided. 2. The facility will provide adequate and secure storage for instructional supplies and materials.PR.1: Storage areas for supplies and materials should be secured and accessible only by the teacher.PR.2: Storage should be provided for a wide range of materials, including paint, clay, and various sizes of colored paper.PR.3: There should be an enclosed and secure storage area for light-sensitive and hazardous materials.PR.4: There should be moveable storage for daily supplies that are taken out during class.

GOALS+PR STATEMENTSSUBTITLE:

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Recommendations


3. The facility must provide the teacher with a secure space to keep personal belongings and confidential material. PR.1:There should be a space for the teacher to work that provides a high level of privacy and is separate from the student activity space.PR.2: The teacher’s area should have adequate space for personal belongings PR.3: The teacher’s area should provide for secure and private storage of confidential material.

4. The layout of the facility will be flexible and be able to support a variety of art-related activities. PR.1: Areas should be designatedfor separate activities (cutting, printing, painting, clay).PR.2: Different activity areas should be easily accessible to all students.PR.3: The facility should provide enough room to add new technology and equipment (possibly including digital workstations and a green screen).PR.4: The seating area should be arranged so all students have clear visual access to the teacher and projector. PR.5: The tables should be modular to allow for flexibility and rearrangement; they should be able to be used for both individual and group work. PR.6: Seating should be safe and appropriate for middle-school aged children.

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GOALS+PR STATEMENTS

Recommendations

5. The facility will provide space to respectfully display and review artwork.PR.1: Space for long-term display of a few selected student works should be provided.PR.2: The display space should communicate respect for students’ artwork and, when appropriate, artwork should be framed instead of tacked or pinned up. PR.3: The facility should provide a critique area (separate from the long-term display) where up to 30 students are able to temporarily pin-up and display their work for in-class review (60 square feet of tackable wall space).PR.4: The display board should be easy to pin items to – it should be made of a material that does not require excessive force to pin.PR.5.:Display board will not degrade over time due to intensive use.

6. The environment of the facility will be engaging and stimulating in order to inspire creativity in students. - “It should be ‘Hip’”PR.1: Wall-space should be allocated for art installation(s) - mural, student-made paper wall coverings, etc.PR.2: Vibrant colors (bright greens, blues, yellows, reds)should be incorporated into FF+E specifications and decoration choices in order to inspire playfulness.PR.3: The aesthetic choices employed in the art hallway should communicate that it is an art space.

SUBTITLE:

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Recommendations


7. The environmental conditions in the space will support the types of activities being performed.PR.1: Lighting options should be variable. 500 lux is the minimum light level required for paper-based tasks, and “the 500 lux level is also the maximum illuminance level of an environment that is comfortable for computer-based work” (Hua et al., 60); light levels should be adjustable to meet these guidelines. PR.2: Light levels should be manually operated and adjustable; dimmers should be installed to provide manual control of lighting conditions. The possibility of slightly lowering the level of light in order to use the ELMO cam while allowing students enough light to work should exist. PR.3: Daylight infiltration should be maximized in order to support user performance, comfort, and satisfaction. “[R]igorous statistical studies … reveal that students perform better in daylit classrooms as well as indicate the health benefits of daylighting”. One study also found “that the students in the full-spectrum lit classrooms had fewer days of absence per year” (Plympton et al., 1)

8. Environmentally sustainable elements will be considered and incorporated whenever possible.PR.1: Materials should not release pollutants that contribute to poor indoor environmental quality (must contain no formaldehyde, VOC’s, etc).PR.2: Locally sourced materials should be chosen, when available.PR.3: Materials produced with or containing renewable, rapidly renewable, or recycled materials sourced, when possible. PR.4: Materials should have specified recycling and/or disposal procedures.

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Recommendations

CONCEPT DIAGRAM

A bubble diagram visually conveys the adjacency relationship of different spaces. It does not necessarily reflect the floor plan. As shown, double line represents immediate relation of two areas while the red line conveys areas that should be far from each other.

BUBBLE DIAGRAM

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LINE-BY-LINE

Recommendations

Space # sq ft Total NotesComputer Station 3 19 57Printer Desk 1 4 4Cutting Station 1 26 26Sink 1 33 33Small Closet 1 20 20 In art roomBinder Shelves 6 2.5 15Materials Cart 2 6 12Projector 2 3 6Student Area 1 401 401

Desk 6 21 126Stools 30 2 60

Demonstration Desk 1 9 9Main Storage Room 1 190 190Digital Art Stations 4 25 100Teacher's Desk 1 43 43

Welcoming Area1 87 87

Hallway entrance

Critique/Display Area 1 156 156 Mid-hallway

Space # sq ft Total NotesComputer Station 3 19 57Printer Desk 1 4 4Cutting Station 1 26 26Sink 1 33 33Small Closet 1 20 20 In art roomBinder Shelves 6 2.5 15Materials Cart 2 6 12Projector 2 3 6Student Area 1 407 407

Desk 7 21 147Stools 30 2 60

Demonstration Desk 1 9 9Main Storage Room 1 190 190Digital Art Stations 4 25 100Teacher's Desk 1 43 43Critique Corner 1 194 193Kiln 1 26 26

Additional Desk1 13 13

For "Alone Space"

Welcoming Area1 87 87

Hallway entrance

Display Area 1 156 156 Mid-hallway

Expanded Plan Version

Origianl Plan Version

Line-by-line table lists out the quantity of specific areas and their sqft. The list makes it easier to see what spaces, how many of them, and how large they are required. Gros square feet is 2052 sqft and net square feet is 1602 sq ft.

SUBTITLE:

42

CONCEPT DIAGRAMSBLOCKING DIAGRAM

Recommendations

The blocking diagram reflects spatial quality of the areas on floor plan. It shows an estimate of how big the area is and circulation path through the area

The diagram is divided into three main segments: hallway, main art classroom, and supporting storage/technology area. The hallway consists of welcoming area and critique/display space. The main art classroom has the student work area and studetn storage. The supporting room is divided into the storage room and technology room.

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The expanded version shows when the main art classroom’s wall is extended to include the kiln in the classroom. The larger space allows more student work area and cirituqe space.

CONCEPT DIAGRAMSBLOCKING DIAGRAM: Expanded

Recommendations

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PHASED DESIGN AND FRAMEWORK FOR DECISIONS:

The recommendations in this document vary in feasibility based on the budget allotted and time provided. Many of the changes are easy to accomplish immediately, some should wait until the term changes, and some require larger scale changes that would take place during the summer or in future years. Similarly, budget constraints will prevent some changes occurring immediately or at all. Changes that can be made on a low budget are summarized here and detailed in the ‘recommended’ section of each space and high budget changes are detailed in the “ideal” section. Decisions on how to allocate the school budget should be based on cost-benefit analysis. Benefits to students are outlined in the goals and PR statements section where recommendations are backed up by research.

Recommendations

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$

$$$

Immediate Future/SummerBetween

Terms

Low Budget(Recommended)

High Budget(Ideal)

• Rearrange tables• Move teacher’s desk into

other room• Student input on hallway

mural/design• Move paint out from under

sink and into storage or cart when in use

• Clean out corner for use as critique space

• Install student storage for backpacks and binders

• Install tackable material instead of current material

• Arrange for completion of welcoming space

• Install document cam and overhead projector, move screen

• Erect temporary wall between computer room and storage room and dismantle classroom storage space

• Move materials into storage space

• Install counter space, rearrange secondary task stations

• Replace tables and chairs• Build in counter space• Set up other room for

computer use

• Install display cabinets in hallway

• Task lighting for teachers• Install adjustable lighting• Install acoustic panels in

critique space

• Erect permanent wall (with door) between storage and computer room. Add door from storage to hallway

• Move classroom wall out to accommodate kiln room

• Provide graphic design work-stations in computer room

Recommendations

PHASED DESIGN AND FRAMEWORK FOR

DECISIONS:

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Environmental Qualities Recommended Ideal (in addition to recommended)Lighting · Artificial lighting: direct overhead with 40-60 foot

candles, natural spectrum, with dimmers to maximize efficiency. · Natural lighting: preexisting, but controllable with shades

Artificial LED lighting: direct overhead with dimmers to maximize efficiency · Natural lighting: preexisting, but controllable with shades - help decrease glare on computer station

Acoustics TVS ABSorb Classroom Paneling on back wall with critique space- Noise Reduction - Coefficient (NRC) of 0.4 and will typically reduce reverberated noise by approximately 40%.

Minimize medium-high-level noise from traveling to other classrooms· Minimizes noise from hallway and surrounding classrooms to avoid distractions· Occupied classroom noise level should be no higher than 40 to 50 Db(A) (Knecht et al. 2002)

Acoustical ceiling tiles· Acoustical pinboards on walls to increase sound absorption while providing display space

Sustainability - Products made with recycle content from manu-facturers with green initiatives when possible- Acoustic panels are safe, non-toxic, nonirritant, recyclable andenvironmentally friendly.

All green manufacturers, with ecological products and processes (recycle materials, reuse programs)· Replace light bulbs with LED· Motion sensored lighting to increase efficiency

Khecht, H., Nelson, P., Whitelaw, G., Feth, L. (2002). Background Noise Levels and Reverberation Times in Unoccupied Classrooms. American Journal of Audiology; 11:65-71http://aja.asha.org/cgi/content/abstract/11/2/65

The following are overall recommendations for lighting, acoustics, and sustainability which apply to most areas of the classroom. The next pages will outline the specific changes within each of the designated sections of the rooms. Activities that should be supported and suppressed are included along with our recommendations on how to accomplish those goals.

Recommendations

ENVIRONMENTAL QUALITIES

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Recommendations

DETAILED RECOMMENDATIONS

The following detailed recommendations are structured by these areas.

current

recommended

48

DETAILSTEACHER’S DESK

Recommendations

current floor plan suggested floor plan

The teacher’s desk is currently located towards the back of the main art space. We recommend that it be moved to the other available room, since it is not used during class time. It should have task lighting, as well as adequate space for filing, organization and grading of student work. It should have enough seating to accommodate the teacher and one other person, for meetings or conferences; however, students should have limited access to the teacher’s desk.

Pics: School/Cover? Teacher’s Desk

Work Area

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DETAILSTEACHER’S DESK

Recommendations

Qualities Recommended IdealUsersWho? · Teacher Same as recommendedHow many? · One, with room for another person to sit and

meet with the teacherSame as recommended

ActivitiesSupports · Class planning purposes

· OrganizationalSame as recommended

Suppresses · Clutter· Student Access

Same as recommended

Environmental QualitiesLighting See general lighting guidelines ·Task lampSafety/Security · Lockable drawers or filing cabinets for paperwork Same as recommendedSpatial QualitiesFlexibility · Easily able to accomodate a student/staff

member/or parent for conferences.Same as recommended

Crowding/Traffic Flow · Limit crowding around desk· Prohibit traffic flow of children behind desk

Same as recommended

Visual/Physical Access · Visual access to the door· Visual access to the desk from the work area, and from the desk to all parts of the room to monitor students· Should be evident that the teacher should be the only one behind the desk

Same as recommended

FF&EFurniture · Desk, task chair, filing cabinet or connected

drawer, 2 guest chairs· Desk, ergonomic task chair, filing cabinet or connected drawer, 2 guest chairs

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DETAILSWORK AREA

Recommendations

In order to maximize the usability of the space, we’ve included several recommended and ideal modifications. In an effort to improve seating within the main work area, we propose a desk configuration which will allow students visual access to the projector screen, with the tables in rows which will result in no students with their backs to the presentation space. Further, variable level or area lighting would be an ideal addition in order to increase the presentability of digital media on the projector screen, reducing glare and increasing visibility. In compliance with ADA standards 3 feet of clearance space will be provided in between all rows for appropriate access*. Ideally, adjustable tables could be purchased in order to accommodate students of various needs. Further, in the ideal case of new furniture purchases, stools would also provide students with a more conducive artistic posture*. We also recommend a separate table removed from the others where students may work on pieces with a greater level of privacy than the main work area may provide. Finally, if at all possible, it would be ideal to extend the wall which separates the Art and Special Education room just far enough to include the kiln closet . This expansion would both provide access to the kiln, and increase the square footage available per student.


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DETAILSWORK AREA

Recommendations

Qualities Recommended IdealUsersWho? · Students and teacher Same as recommendedHow many? · 20-30 students per class and 1 teacher 20-30 students per class and 1-2 teacherActivitiesSupports · Daily classroom activities

· Group and individual activity· Promoting creativity· Social interaction· Work areas that provide 42 sq.ft per student· Comfortability· Focus· Supervision· Stimulation· Collaboration and participation· Visual access to teacher, demonstration table, and projector screen· Easy cleaning and maintenance· Safety

Same as recommended

Suppresses · Distractions with personal property· Clutter· Spills and messes

Same as recommended

Environmental QualitiesSafety/Security · Slip resistant floor surfaces Same as recommendedSpatial QualitiesFlexibility · Moderate: Tables and chairs should be easily

moved to provide a variety of configurations for different interactions.

· High: modular design of tables allow for a wide range of individual and collaborative activities· Can be easily arranged for the current classroom activity· Table heights are adjustable

Crowding/Traffic Flow · High traffic at the beginning and end of class · Adequate furniture to accomadate # of students in space - each with 42 sq. ft.· Minimal traffic during class period - direct access to materials with room at tables for each student

Visual/Physical Access · Visual access to projector and teacher· Space between tables/chairs and walls should be at least 3’ to allow for wheelchairs to pass through· Easy accessibility to classroom materials and cur-rent work

· Visual access to projector and teacher· Space between tables/chairs and walls should be at least 3’ to allow for wheelchairs to pass through· Easy accessibility to classroom materials and cur-rent work· One if not all tables adjustable to wheelchair ac-cessible height

FF&EFurniture · 5 rectangular work tables, demonstration table, 5

stools per table, 2 trash cans and recyclng binsSame as recommended

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DETAILSMAIN STORAGE

Recommendations

Main storage for art supplies, such as paper, paint, glue, additional classroom supplies, etc. will be relocated across the hall. The space will enlarge from 100sf to 190 sf, in order to increase circulation space, and provide additional room to store the supply carts. This room will have two locked entry points, providing access only to the teacher. This room will also have its own light controls, separate from the rest of the room in order to minimize energy use and avoid destruction of some art supplies (such as colored paper which fades under the light).


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DETAILSMAIN STORAGE

Recommendations

Qualities Recommended IdealUsersWho? · Teacher Same as recommendedHow many? · One teacher with room for an additional staff

member if necessarySame as recommended

ActivitiesSupports ·Storage of classroom materials (paper, paint, glue,

extra every day materials, etc.)·Organization· Flexibility· Easy access to heavier materials on lower shelves· Easy cleaning and maintenance· Effective and flexible labelling

Same as recommended

Suppresses · Clutter· Student Access· Light that will deteriorate materials· Unorganization· Uncomfort or injury due to lifting from higher shelves, etc. (SOURCE)· Reaching

Same as recommended

Environmental QualitiesLighting · Overhead lighting, separate controls from digital

room· Colored paper should be sheltered from light, unless for short periods of time

· LED lighting to increase energy efficiency and reduce maintenance needs

Safety/Security · Lockable· Teacher should be the only one with access· Only accessed during planning periods· Locked over Summer

Same as recommended

Spatial QualitiesFlexibility · Daily materials can be easily moved and

accessed· Labelling system is flexible and moveable

Daily materials remain in their most logical, organized manner, with the opportunity to be moved if necessary.

Crowding/Traffic Flow · Limited to one or two people in space at one time to avoid crowding· Teacher should be the main source of traffic

Same as recommended

Visual/Physical Access · No access to students· Should only be accessed during planning periods to avoid losing visual access to students

Same as recommended

FF&EFurniture · 13 shelving units, 2 art carts, full height wall

partitions to separate storage space from Digital Room

Same as recommended

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DETAILSSTUDENT STORAGE

Recommendations

Student storage is currently very inefficient. With the lack of space for student belongings, students currently place their bags underneath their seats which decrease students space as well as causes distractions during class. Student binders are also located on tall shelves, that tend to look disorganized and cluttered. By providing the students with new storage away from desks, this optimizes the circulation flow at the beginning and end of the class period. Student storage will be provided underneath desks for art materials that they bring themselves from home. Binder storage, student belonging storage and everyday classroom materials will be located on shorter, more localized shelves that are more accessible by students. 30 cubbies will be allotted for student storage as well as binder storage that can hold up to 200( for current quarter binder storage only). Additional storage space will be located in the additional classroom closet, for binders that are not currently being used.


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DETAILSSTUDENT STORAGE

Recommendations

Qualities Recommended IdealUsersWho? · Student Same as recommendedHow many? · 20-30 students per class period, 1 cubbie per

studentSame as recommended

ActivitiesSupports · Storage of student belongings

· Storage for art binders· Space for every day classroom materials (scissors, rulers, glue sticks, coloring utensils, hole punch, stapler, erasers, etc.)· Differences in student age and materials· Accomodates for different student heights· Organization· Safety of student belongings· Storage for students individual art materials in drawers under desk· Natural flow into classroom to drop personal belongings, and gather materials for the day

Same as recommended

Suppresses · Disorganization· Clutter· Discomfort or harm from reaching to high or deep shelves· Distractions to personal belongings

Same as recommended

Environmental QualitiesSafety/Security · Everyday materials are only those in which stu-

dents can use with minimal supervision· Avoid high shelves that students can’t reach

Same as recommended

Spatial QualitiesFlexibility · Additional space for classroom materials would

change/expand throughout the yearSame as recommended

Crowding/Traffic Flow · Accomodates for high traffic and crowding at the beginning and end of class period· Ease traffic flow by allowing students to put down their belongings, gather their binders, and materi-als for that class period in a localized area

Same as recommended

Visual/Physical Access · Students of various heights have access to shelves· Students have visual access to their belongings but not physical to avoid distractions in class

Same as recommended

FF&EFurniture · Large storage unit which includes 30 cubbies 1.5’

x 1.5’, 2 quarter circle binder storage units, and 5 designated binder shelves

Same as recommended

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DETAILSSECONDARY TASK STATIONS

Recommendations

Secondary task stations include cutting station, computer stations, and counterspace. Currently, the classroom does not provide sufficient system for having a set of task stations. The proposing secondary task stations will be located along the perimeter of the window wall. Because the electrical outlets are already installed along the wall, it will be not only cost efficient but also time efficient to locate the computer stations in the current area. The research computer and printer should be easily accessible to students, who may use it for their artwork. The teacher should also be able to access the space in order to monitor student activity. The computer and printer should be located near each other, and there should be a recycling receptacle near the printer, to encourage students to recycle paper. The cutting station should provide visual access for the teacher to monitor and students should not be permitted to use it without teacher’s supervision. Also, the new counterspace should provide additional room for storage.


Computer and Printer and Cutting Station (and counter space?)

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DETAILS

Recommendations

SECONDARY TASK STATIONS

Qualities Recommended IdealUsersWho? · Teacher and students Same as recommendedHow many? · Three computers, 1-2 students per computer, one

student using cutting stationSame as recommended

ActivitiesSupports · Research and printing purposes

· Inspiration· Recycling near printer· Safe use of paper cutter· Easy access to outlets

Same as recommended

Suppresses · Crowding· Unsupervised use of paper cutter

Same as recommended

Environmental QualitiesSafety/Security · Research computer has a password

· Only accessed by students and teacher· Supervision when using paper cutter

Same as recommended

Spatial QualitiesFlexibility · Low: computer and printer will be more

permanent fixturesSame as recommended

Crowding/Traffic Flow · maller area discourages multiple students to be using the space at one time· Positioned away from work area to avoid crowd-ing when waiting for printed materials

Same as recommended

Visual/Physical Access · Computer positioned so teacher can oversee its use as well as monitor other students in classroom

Same as recommended

SustainabilityMaterials · Recycled paper for printer Same as recommendedFF&EFurniture · 25’ x 2’ counter, 3 computers, 3 stools, printer,

paper cutter, paper cutter tableSame as recommended

Electrical Requirements · 6 outlets provide appropriate adjacent power for 3 computers and printer

Same as recommended

58

DETAILSGALLERY

Recommendations

The gallery space in the hallway should showcase students’ workin a welcoming and inviting way. The showcasing tool must be easy to use and flexible for varying art projects. While providing stimulating entering experience to the “art zone”, it should also provide secured displaying technique to prohibit any damage to the work. By displaying their work, students will gain ownership towards their art projects. Also, it will differentiate the entry hallway from the rest of the hallways.


Gallery:

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DETAILSGALLERY

Recommendations

Qualities Recommended IdealUsersWho? · Teacher and students Same as recommendedHow many? · 20-30 students per class and 1-2 teachers Same as recommendedActivitiesSupports · View of work by people walking by

· Organizational display· Space for each grade· Welcoming into art wing· Flexibility - easy to interchange work

Same as recommended

Suppresses · Destruction of work Same as recommendedEnvironmental QualitiesLighting · See general lighting guidelines. · Spot lighting that can be turned on and off

· Color tempurature that makes the work look good

Safety/Security · Work locked so people can see but not access · Environmental qualities such that other students feel inclined to respect work and not destroy it

Spatial QualitiesFlexibility · Accomodate wide range of 2D work Accomodates both 2D and 3D workCrowding/Traffic Flow · Traffic should flow past gallery so

maximum number of people will see the work· Minimizing crowding in hallway

Same as recommended

Visual/Physical Access · High visual access by all students· Easy physical access for teacher· Low physical access into display cases by students

Same as recommended

FF&EFurniture · Pin up boards for wall displays · Frames for student work, 2 display cases

Gallery

60

DETAILSSINK/CLEANING AREA

Recommendations

The current sink layout is sufficient for the cleaning needs of the classroom; the material is easily cleanable and the two sinks provide space for more than one user at a time. The storage below the sinks, however, creates bottlenecks when many students need to use the small clean-up area for tasks other than cleaning, for example, getting paint out. The paints and other things stored by the sink should be moved to the storage space across the hall and only rarely used or cleaning products should be stored under the sink.


Sink:

Digital Media [rendering? picture of a mac?]

61

DETAILSSINK/CLEANING AREA

Recommendations

Qualities Recommended IdealUsersWho? · Teacher and students Same as recommendedHow many? · 1-3 students at a time at 2 sinksActivitiesSupports · Organization and care for materials

· Cleanliness of self and space· Easy disposal of different materials in correct receptacles· Easy maintenance for janitors· Class personalization in sink area

Same as recommended

Suppresses · Messiness· Water spillage· Loose garbage· Social conflict (shoving, etc.)

Same as recommended

Environmental QualitiesSafety/Security · Water is maintained so students don’t slip by

sinksSame as recommended

Spatial QualitiesFlexibility · Sinks can be covered to add counter space and

optional standing workspaceCrowding/Traffic Flow · Adequate space around sinks allow room for

students to stand while they wait· Limit other supplies and materials by sink area to limit traffic and crowding

Same as recommended

Visual/Physical Access · Teacher should have visual access to facilitate clean up

Same as recommended

FF&EFurniture · 1’6” x 2’ sink cover insert

62

DETAILSDIGITAL MEDIA

Recommendations

Current art classroom lacks equipments for digital art and the teacher showed a great interest in transforming the unused room across the hallway into a mini computer lab. This proposed computer lab will have eight computer stations. The layout of the comptuer stations provides easier access and organization for electrical chords and visual access for the teacher to supervise students’ activities. Media art expands the scope of art students can experience and stimulates their creativity. However, the space should suppress distraction. For detailed look into the space, refer to the appendices.


63

DETAILSDIGITAL MEDIA

Recommendations

Qualities Recommended IdealUsersWho? · Students and teacher instruction ·Student and additional teacher for supervisionHow many? · 8 computers, 8-12 students, 1 teacher. · 12+ computers to accomodate for more studentsActivitiesSupports · Digital media, such as motion animations

· Research· Teacher observation of student computers· Easy viewing of demonstrations· Group collaboration on digital project

· Green screen capabilities· Individual work areas for students across the hall who want quiet space

Suppresses · Distractions· Crowding

Same as recommended

Environmental QualitiesSafety/Security · High security: Lots of digital technologies, the

room locks for increased security of expensive products

Same as recommended

Spatial QualitiesFlexibility · Low: computer stations will be mostly permanent Same as recommendedCrowding/Traffic Flow · Teachers need to be able to move around room

to help studentsSame as recommended

Visual/Physical Access · Teacher has visual access to students and what they’re working on at all times, majority from inside the classroom, but occasion-ally from across the hall (if working independently)· Students have visual access to demonstration materials · Both students and teacher have access to com-puters

· Students have access to green screen and interactive screens with teacher supervision

FF&EFurniture · 8 desktop computers, 4 tables: 6’ x 2’6”, 8 task

chairs · 8 ergonomic computer chairs

Electrical Requirements · Adequate outlets along wall for computer power Same as recommended

64

DETAILSWORK-IN-PROGRESS

Recommendations

Students do not currently have designated storage for their backpacks, and so they keep them next to their seats during class. This can cause many problems: distraction being one main issue, and tripping/clutter being another. Instead, designated storage space should be provided where up to 30 students are able to safely store their belongings throughout the period. In order to reduce the amount of class time wasted, this space should allow for easy access by a large number of students during short periods of time (when dropping off and retrieving backpacks at the beginning and end of each period). This storage should accommodate differences in student height, and the space should not feel overcrowded during peak periods. There is also currently no storage for students’ 3-D art projects, and so shelves will be provided to store in-progress works overnight. In addition, the drying racks should be relocated to the main classroom.Refer to the appenices for details.


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DETAILS

Recommendations

WORK-IN-PROGRESS

Qualities Recommended IdealUsersWho? · Students Same as recommendedHow many? · 20-30 students per class Same as recommendedActivitiesSupports ·Adequate storage for all class periods

· Organization· Student self sufficiency· Security where projects won’t be touched or broken· Labeling· Easily maintained

Same as recommended

Suppresses · Vandalism· Taking other’s work· Disorganization/losing items· Breakage

Same as recommended

Environmental QualitiesSafety/Security · Moderate security, so student’s work isn’t stollen

or brokenSame as recommended

Spatial QualitiesFlexibility · Storage accessibility accomodates all students of

different heights and ages· Provides space for different kinds of work (2D, 3D)

Same as recommended

Crowding/Traffic Flow · To prevent crowding, storage must be easily understandable and organized and easy to access

Same as recommended

Visual/Physical Access · Students have physical access to their shelves Same as recommendedFF&EFurniture · 2 drying racks, 10’ x 2’ counter space for

additional 3D work storageSame as recommended

Work in Progress

66

DETAILSKILN AREA

Recommendations

Due to the complex nature of kiln instillation, we hope to avoid reinstallation of the kiln in a new area. Instead, we recommend additional storage for in progress clay works, with the ideal outcome of the extended classroom wall, which would then incorporate the existing kiln closet into the art classroom.

Existing kiln sqft: 7’ 7” x 3’ 3/4” or 23.224 sqft


67

DETAILSKILN AREA

Recommendations

Qualities Recommended IdealUsersWho? · Teacher Same as recommendedHow many? · One teacher Same as recommendedActivitiesSupports · Placing clay in

· Easy maintenance· Storage space for clay between stages

Suppresses · Clay breakage from overcrowding space· Burns or fume related injury

Same as recommended

Environmental QualitiesSafety/Security · Should be lockable and away from other art

room itemsSame as recommended

Spatial QualitiesFlexibility · Low: Kiln is too large to move · Shelving should provide adequate storage for

clay that’s about to go into kilnCrowding/Traffic Flow · Only one user but there should be enough room

for teacher to move around kiln· Kiln should be away from main traffic flows

Same as recommended

Visual/Physical Access · Teacher should have visual access to door to kiln room to prevent tampering.

Same as recommended

FF&EEquipment · Kiln: 6.6’3ft, control box, downdraft vent (Skutt) EnviroVent 2 - downdraft vent that captures the

fumes beforethey are allowed to enter the roomFinishes · Non-combustable flooring Same as recommended

68

DETAILSWELCOMING AREA

Recommendations

Currently the interior design of the hallway leading to the art classroom matches the aesthetic of the rest of the school building – with the same flooring, wall material and color, roofing choice, etc. The hallway does not lead to any other classrooms, and so if students are entering the hallway at all they will likely be heading towards the art room. By creating a mural or other art installation in this entry space, students will begin to get excited about art before they even enter the classroom– setting the scene for the class period to come. This type of project also inspires pride for the school building, and may lead to increased care for the space. Drawing from regional sources is possible here; local artists can be commissioned to work on this project and/or to work with students on creating such a project.


Kiln [?] Welcoming: Also include Carlos’ pics of examples of artsy things (mural and art...)

Critique [rendering]

69

DETAILS

Recommendations

WELCOMING AREA

Qualities Recommended IdealUsersWho? ·Students, teachers Same as recommendedHow many? · Various Same as recommendedActivitiesSupports · Excitement for art

· Respect for others· Pride in school · Inspire creativity

Same as recommended

Suppresses · Boredom of subject· Depression

Same as recommended

Environmental QualitiesSafety/SecuritySpatial QualitiesFlexibility · Murals would be long term, while short term wall

installations could be interchanged Same as recommended

Crowding/Traffic Flow · Continuous flow throw hallway to classroom Same as recommendedVisual/Physical AccessFF&EFurniture

Welcoming Area

70

Recommendations

FUTURE ISSUESSUBTITLE:

The art room at Dewitt Middle School is constantly changing, and so there are several issues that will need to continue to be addressed once initial redesigns have been completed.

Issue: Supervision in Secondary ClassroomStudents are not permitted to work in unsupervised spaces, and so the additional classroom will go unused during class time unless a second teacher (or qualified teacher’s aide) is brought in to supervise the space.

Issue: Class SizeThere are concerns with the growing number of students in each class. The art room has limited spatial resources, and cannot currently accommodate more than 30 students at once. If class sizes continue to grow, we recommend expanding the art room in order to increase the space allocated for student work area.

Issue: TechnologyTechnology is constantly changing and becoming more prevalent in primary education settings. While our recommended floorplan designates two computer stations (one in the central classroom and one in the additional room across the hall), the art room must be flexible enough to both accommodate new technologies (like greenscreen, stop-motion animation, etc) as well as enable an increase in use of current technologies.

Issue: Secondary Task Space: Computer, Counter and Storage SpaceIn our recommended floorplan, the secondary task station located next to the windows would have an area for computer work. While it is important that computers are readily available, they will not be used during every class; the ability to remove the computers from the computer station and provide additional work / counter / storage space instead would increase the flexibility of the space.

71

FUTURE ISSUES

Recommendations

CLASSROOM EXPANSION

recommended

Extending the wall to enclose the kiln will not only increase the convenience of accessing the kiln directly but will also significantly impact classroom activities. Currently, the classroom has about 1080 sq ft total and it is recommended to provide about 40 sq ft for each student. Hence, extending the wall and providing about 300 sq ft additional room for students and teacher will definitely impact the art class experience. Also, with additional room, the student desks and stools can be rotated in a way that all the students are facing the projector directly without turning.

73

APPENDICES

VISUAL SUPPLEMENTSSUGGESTED FLOOR PLAN

CITATIONSASSIGNMENTS

74

VISUAL SUPPLEMENTSRENDERED FLOOR PLAN

Appendices

75

VISUAL SUPPLEMENTSINTERIOR RENDERINGS

Appendices

76

SUGGESTED FLOOR PLANINITIAL VERSION

Appendices

77

SUGGESTED FLOOR PLANEXPANDED VERSION

Appendices

78

CITATIONS

Appendices

Altman, I. (1975). The Environemnt and Social Behavior. Brooks/Cole. Monterey,https://webfiles.uci.edu/dstokols/SE200-2010/Altman%20-%20Introduction%20-%20The%20environment%20and%20social%20behavior.pdf

Anderman, E., Hicks, L., Midgley, C. (1995, February). Difference Between Elementary and Middle School Teachers and Students: A Goal Theory Approach. Journal of Early Adolescence, 15 (1), 90-113. Retrieved from http://141.213.232.243/bitstream/2027.42/68042/2/10.1177_0272431695015001006.pdf.

Craig, WM (2000). “Observations of bullying in the playground and in the classroom”. School psychology international (0143-0343), 21(1), p. 22. Retrieved from http://spi.sagepub.com/content/21/1/22.full.pdf+html

Create an Aesthetic Learning Environment. Heather Hanlon. Middle School Journal , Vol. 15, No. 2 (FEBRUARY 1984), pp. 12-14

Darling, N. (2012, September 11). Thinking About Kids. Psychology Today. http://www.psychologytoday.com/blog/thinking-about-kids/201209/three-reasons-love-middle-schoolers.

Hua, Y., Oswald, A., and Yang, X., (2011). Effectiveness of daylighting design and occupant visual satisfaction in a LEED Gold laboratory building. Building and Environment, Vol. 46, 54-64.

Issue Brief No. 42. (2010, June). Afterschool: Providing Multiple Benefits to Middle School Students. Afterschool Alliance. Retrieved from http://www.afterschoolalliance.org/issue_42_MiddleSchool.cfm.

Kehl, D. (2011, May 5). Kohlberg’s Moral Development Theory Applied to Middle Schoolers. Retrieved from http://suite101.com/article/kohlbergs-moral-development-theory-applied-to-middle-schoolers-a327007.

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CITATIONSSUBTITLE:

Appendices

Powell, S.D.. (2005). Introduction to Middle School. Retireved from http://www.education.com/reference/article/emotional-development-middle-school/?page=3.

Plympton, Patricia, Susan Conway, and Kyra Epstein. Daylighting in Schools: Improving Student Performance and Health at a Price Schools Can Afford. Proc. of American Solar Energy Society Conference, Madison, WI. Washington, DC: National Renewable Energy Laboratory, 2000. Print.

Rushlow, B. (2007, November). Why Middle School Art Matters. NAESP, 16 (2). Retrieved from http://www.naesp.org/resources/2/Middle_Matters/2007/MM2007v16n2a2.pdf.

Ryan, A. (2001). “The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School.” American Educational Research Association. Retrieved from http://aer.sagepub.com/content/38/2/437.full.pdf+html

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Appendices

Alex Cote: Participated in the initial interview with Ms. VanderMaas as well as trace and behavior observations. Constructed the spacial analysis and recommendation tables and the corresponding framework for decisions in addition to providing research to the team.

Amrita Mookerjee: Participated in the initial interview and was responsible for developing the mission statement, problem and goal statements and developing the social-psychological functions approach, as well as editing the final document.

Amy JungHa Lee: Participated in the initial interview, took several measurements, determined the situational context as well as drafting an existing and recommended floor plan, providing concept diagrams and floor plan rendering, and assisting with final document layout and design.

Mary Zambello: Took spacial measurements and provided the group with a written transcript of the initial interview as well as a summary of major topics. Constructed the spacial analysis and recommendation tables, drafted an existing floor plan, and designed interior renderings.

Haley Conover: Served as team leader while participating in the initial interview, providing necessary research, formulating the user profile approach and composing the project team description.

William ‘Carlos’ Higgins: Participated in the initial interview in addition to developing the executive summary, mission statement, problem and goal statements, and future issues.

ASSIGNMENTS

art classroom renovation

Documents

art space

student storage

materials storage areas

insufficient storage

closed storage

backpack storage

schools art program

art process