(

.AN KLEMEHTidiY SCHOOL '\ FOR

ROANOK}) • V l!LGIHIA

by

RUDOLPH ~HELTON TAYLOR Ul

A Th••is Submitted to the Graduate COllllittee

tor the Degree ot MAJTr~I\ OF JCIENCE

in

ARCHI?ECTUltE

Approved:

rrGaa or bepartliiit '(/

Wan ot Engineering o

Chairman, Graduate CO#i'1ttee ·{ ../

Virginia Polytechnic Institute

1949

ACKNOWLEDGMENT

'nle author wiahes to acknowledge the help

received trom Profeeaor H. H. W&echter, Design Critic; Professor J. F. Poulton, Jtructurnl Design Critic; Mr. D. E. Mc\Juilk1n 1 Superintendent of Schools

tor Roanoke, and his Secretary; and Mr. B. N. Subank, RoaJloke architect. De~p appreciation is given to

Professor C. H. Cowg111 1 Head ot the Department of Architecture, for guidanc• received in the preparation

ot this thesis.

TABLB or CONTENTS

I IITRODUCTION Page l

II EDUCAl'lON IN G~NERAL Page 2

III ANALYJIJ 01 JCHOOL PLANNING Page lS IV MECHaNICJ\~ &~UIPMENT Page 26 v LIGHTING Page )0

VI THE DESIGN Page 42 VII t'ihTE1UJ,LS i;.ND CON;)'TRUCTIOH Page 46 VIII COi'ICLUJION Page 1+6 IX PRZJEUTit.TION Page 49 x BIBLIOGRA?HY Page 61

I L L U 3 T R A T I 0 W S

Natural Lighting Jchemea Perspective of rmtrance

Perspective ot School Existing ;)1te

View of v~el ot Existing Site trom Northeast

Vi1c~w of 1·lodel ot I&xisting 31te trom Above

View ot tilodel of Existing Site from Southeast

Site Development

Floor Plan Unit Plans

Plana of 'typical Classrooms

Front Elevation and Sections

Typical Classroom Section and Detail•

Page 41

Page '4.9 Page SO Pnge Sl Page 52 Page S3 Page Slt.

Pago SS Page 56

Page ;7 Page 58 Page S9 Page 60

I

l N T R 0 D U C T I 0 N

I ff T R 0 D U C T I 0 N

Tl1e primary purpoae ot t.h1s tbesia 1• to investigate and analyze t.h e present conditions and trends ot elamentary school

education in the United State• and in Roanoke, Virginia, and to

make reconnendations for the planning and design ot future

schools. The secondary purpose ot this thesis is the dea1gn

ot an elementary sc:pool tor a specific aite in Iloanoke, utili•·

ing the 1ntormation obtained trom the research.

The author re~ls that a new and entirely ditterent approach

ahould be taken in the design ot achoo la• as to tunotione and

cost, than has been preVioualy followed in Virginia. The author

recognizes the value aud need ot higher quality instruction in

Virginia schools, but he also teela that, in order to obtain

this type or instruction, more and better housed .tacilitiea are

needed as well aa qualified teachers.

, y g ! n ! 0 H I N 0 I i y 0 n a !

It

E D U C A T I U N 1 N 0 E U K R A L

·rhie is a briet analysis ot the educational, psychological,

aooiological, and economic conditions and requirements which

have to be considered in designing a acbool.

A child's development depends mainly on two things:

heredity and environment. The ettocta ot heredity cannot be

changed to a groat enent, but environment is a variable which

can be changed to give the bl"Catest benotit. i:J'lvironment is

ot the greatest importanc. for the development or the child

and ahould be as ideal aa .!)08sible. Une of the primary compo-

nents of proper environmant is education. Becauae or economic

or social reaaons and the general lack of training and qualifi•

cation or the purents, proper education is often considered

lacking in the h01ae and is, tberef ore, provided in the public

schools. The elementary tJchool should be considered a supple-

ment tor, not a substitute for, the home. (1)

l. THE UNITED J'rATE:

Public educution 1n the United States has been recognized

more and more since the 'beginning ot the nineteenth century and

is now mf!ndatory in most states tor all children under sixteen

I. 0 Propoaals tor Public gducation in Postwar .America" ilational f:ducation Association ot the United State• .. ~ashington, u. c. 1944 Page 9

years or ag• (2). If this country has not been the world's

center of education, it should be now since World war II. In

this country the phyuical facilities devoted to education have

remained intact, the program ors c1entit1c and educational

advances has not been impaired, and the vision of future pou1-

bilit1es and responsibilities has been clearly seen by some or

our leaders. The expansion ot educational facilities and

op,1>ortunitiea in this country ie inevitable; the demand ia

imperat1 ve. The understanding ot international problems, as

well as national problems, depends largely on the educa.tion

or our people.

The facilities for such broadening ot educational pro-

grams must be found in the community schools, aa well as 111

other community facilities devoted to the intellectual, social,

and vocational iu1provement of our people. Nearly two decades

have paased during which tew school buildings have been con-

structed either as additions to existing school facilities or

as replacements (see Figure I, Page It). According to Mr.

McLuary, in ttThe Jchool Building Crisis," this lack ot school

construction has been caused by economic factors and, since

\,orld war II, by continued shortages, public inertia, and

price levels which have frightened the tax payers. Twenty

years without replacements, w1 th out renovation, and gm erally

2. Ibid Page 3

FIGUUE I

AND THE PEUCEUT uF PUPILS ENROLLED IN THEM (J)

Beto re 1670- 1900- 1930- Since 1870 1899 1929 1939 1940

Duildinga

[>I: 20 I ~6 ~ I erected during 57 each period

~p~~~!l~~ ll 15 60 (9 L I various agee .L .. -----------------------------L-----L--_,.

Percent ~a-----2~t----~,~a------,~~-----·~o

j. tlscfiooi doustni lteeas In city-School Systems. 1947-48.ff Research Division ot the National Education J..ssociation ot the United .Jtatea. Washington, D. c. 1948 Par.e 147

l

without sat1o£actory maintenance, haYe made the American

acboolhouso in general obsolete, 1Dadequate, unhealthful,

uncomfortable, and, in many cases, wisate. J~dded to this is

the tranafornation in the objeot1 vea and in the procedure•

of the schools. The educa~ional program today, particularly

in the elementary schools, ia markedly different from wnat it

was in 19)0 (~).

''The element.ary school ohild 111 at a stage or transition. His surroWldinga shou.d be healthful and unoppresaive, his edu-

• cation stimulated by short creative tasks, gentle doses ot the three R's, and communal.activities in not too large groupa"(5).

Besides the overcrowded conditions (aee Figure II, page 6)

due to lack of construction, to the uso ot unaare, temporary,

or rented space, and to the change 1n educational trends, there

is still another factor which must. be take int,o consideration.

This ia the increased birth rate during and since World War lI

which will increase tbe present enrollment ot schools to almost

half again as 1Jucb by 1958 (see Graph I, Page 7) •

There are a number of ways by which the coat ot construction

ot those necessary new racilitiee may be met (6)1 (A) Sinking

tund bonds, (B) Long term aerial-bonde, (C) Pay•aa-you-go,

(D) .'itate assistance, (i-;) Federal assistance. The tirst three

4. HThe .Jchool Building Crials," by 1talpb. D. ~icLeary ~ 2f'ftiemMt, Volume 18, Number S: November 1948. t'age )

5. ~ w=werx .§Wi E61meQScarx Jqbooil• by.H. M. ~rif,ht and n. G. Herwin

·rhe Architectural Presa, l..ondon, E.ngland, 19)81 Page 48 6. ".Planning the .:ichool Plant Program"

l\ay L. Hamo11, united ;jta~ea Otfice ot Education _The_ ~er1~lft S~l»~o~ .and. UQJ,Veraitx --ra.dl teenth Annual Edi ti on Jrniircan :; oo fu l"'Iififiig Corporation, New York, ll. Y. 1946

Page 2)

I'_

F I G U R E I I 1',;XCEJ..; vF .~c·ruili., BNli.OLU4EUT ov ilil RAT:~D CAPt~CITY FOi\ THE

UV ' ........... ,., i)~:·n ·c·100L DUILDI"G •J R~'l:t•·>brvn i:..<'\.l.>H.V>• i.;,.v ;;;> l n .., Qi · vn '"' .

BY 1597 crrY Sl3TEMS (7)

TYPE OP' SCHOOL (nated capacity - 100'~) (Overload)

Elementary I" ' I : (31) I

Junior High 7~) I

:Jen.1or High [ • (29)

•

Other I I (38)

All ·rypea I I (Jl)

7. Supra (S) }1age 156

I C

GRAPH I

ESTIMATED ENROLLMENT IN ELEMENTARY AND

HIGH SCHOOLS (8) Mllllou -)4 v--)2 l...........- ""-·

~ --In:

-.)0 _/

l/ r -2S ~ ~

-2~ ---v--- y ,... L---"" 11 -24 -

~~ v Sol lOOl

-22 ~

v ---20 ,,,,,,,.

-i• ----~ -16 -14 -12

-10 -d n•-•

i..---6 _,. -2

--0

~

... , ~,. --t

---~ w

~

~

1947 •4S ·~9 •50 'Sl •s2 'SJ t54 'SS 1 56 'J7 ·~a 'S9 •60

El. "War !ables Wii.i Increadna!i !W•p th• LhooG• George J. Hecht, PubUaher ot School Manag.-it. tlUUl i41DME91i• Volume lS, Number 21 Septeaber 194-8

methods ot !inancing schools are handled either by the state

or by the local community. The adequacy or the school facili-

ties provided depends entirely on the financial condition~ of

the stat.a or local coumunity. ;;tu.te asaistance as now pro-

posed would give more Wlitonn results throughout tho et.ate;

Federal auaistance, however, if' provided through the state

educational system, according to need a and effort, would e1 ve

a more uniform nutional result.

Under the Constitution of the United Jtates, educational

powers have been vested in the states. The states, in general,

have delegated most of the educationnl authority to the local

cor.llllunities or districts.

11The strongest and most. ertective atate depart.::1eota work on a ~ervice basis rather than on the basis ot control over the local school districta, and such deparUilents operate with the full support or the local school authorltiea and the people." (9)

The present federal agency, the United Jtates Office or F..duca-

tion1 is prepared to ii ve special service to tho states and

local communities as advisors and coordinator• (10), but it has

a comparatively small place 1n the federal budget, (see J."igure

III, Page 9). The appropriation tor education is approximately

3/100 of one percent ot the present appropriation £or national

~. ttr~ducatlonaI :teiationahipo, FeClarul, J11ate, an~ Local;; Edgar Yuller1 i~ecutive decretcry, National ~~~il of Chie! School Dtticera; Jgbqol ti@na&:tPW, Volume 18, Iiumber

5, Decanber 1948 10. "Educational Planning; The United Jtates 0!£1ce or Education

lll!. §.ohogA ~101miv1, Volume 66, Number 10, June 1947

F l G U R I I I I C01'U.'>.ru1ISOH OJ/ EXPhNDITUR4J FUfi EDUCATION 'WlTlt OTHER

FEDbltA.L. .PROGUJl;.1;; FUR 19)9 (ll)

Al'ilWAL COJT l\J\ l'l.0

~18,000,000 l

11 : : : :

!t7,000,000

2s1.ooo,ooo

290 t CJOO, 000

345,000,000

5S2,ooo,ooo

II 10

detense. 3everal billa have been introduced in Congress favor-

ing national coordination and equalization ot education. The

preaent legislation before the Eight.y-firat Congress provides

that the federal government assist each state in providing a

minimum of ~55 a year for eacll pupil. The uoney would C8 pa.id

out of the United ~tates Treasury into the treasuries or Llle

respective stattHh '£.here the Lloney wuuld be spent i'or operat-

ing tho schools by the same authorities who expend the state

!wide for education. 'l'he bill implies t.hat. control of educa-

tion shall ret:lain in t.he bands of the statos and communities {12) •

2. ROANOKE

ln Hoqno~e t.ho pro11ent conJitiona 0£ iud.at.:tng achoo~

'buildint,a, .iii.a well M' t.htt uetid for additional Oi-ucational

facilities, are t.ypical of the nation as a wt.ale. According

to tl1e SuperintanJent of Schools of the city of H.oanoke 1 o.~1ly

one school building has been constructed since 1928, and that

is the new I4onroe Jwiior Hip Jchool. H.any or the exiatint;

achool buildings should be replaced or repairGd 1 and there is

a general tendency toward overcrol'ftlinc. Besides repair of many

existing tacilitiea and replacement of othera 1 the increased

birt.h rate (Jee Graph Il, page 11) 0£ the city makes more

schoolo necessary (see Graph III, Page 12} • The peak enrollment

I II ll

OIAPH ll

BlRTH&ATI IM IOAHOU OI1'I (13) ~ ___ ._._

1900 '~.

I \ 1'00 I 1700 I I I I

I 1600 I

' I 1500 . I ---I\. 1400 ' I/ " I "" 1)00

I llOO

/ -UQO / -

I/ -1000

13. IWiij! IOGOite Refile a !iliOOI iulJAi;i Prognai An Print.in& Coapany, Roanoke, Virg1raia 1 .1949 Page 2

20,000

19,000

18,000

17,000

16,ooo

15, '

u.,ooo

13,000

12,000

ll,OOU

10,000

!4. Ibid

11 ''

Gi\APU III

EGTI.l•tATED &.NilOLU.mNT (14)

/

/ /

/ v

/

/ v

/ V'

1949 1951t 1959

ll

is expected in th• elementary schools by 1954 and in the high

aohoola in 1960. Thia makes it imperative that elementary

aohoola haYe priority 1n the proposed achool building progrwn.

The eohool building program will be financed by a bom iaaue which wae voted on and acceptod by the freeholders of

lloanoke, March l, 1949. This bond issue consists ot term bonds

Wi!ch will be recalled by 1961 and refinanced with serial bonds

at a lover rate or interest. These serial bonds will come due

over a period or thirty years and will be financed by an increase

in real eat.ate taxes, personal property taxes, and utility taxes,

it Roanoke can sell the bonds at. two and one halt percent ( 1.5) •

According to the Superintendent or :Jchoola or aoanoke,

tbe only authorit;y the Virginh Department. ot Education has ia

to examine and pasa on t.he plans arid .speciticationa or each

school building.

J. GENERAl, TnEHD3 IN EDUCATION (16)

15. 16.

A.. 3chool mental health program:

(l) Counseling for all who desire help; parents and

teachers as well as children. (2) Vocat.1onal guidanoe.

()) Tests of academic achievements and intelligence.

(4) Group therapy.

"Council Anawera BOnda l~ueetiona" Rf~ limu.. February 15, 1949 I r ~ ~cation Sll!liticant tor School Building Planning" H. L. Smith, Dean, School of Educa~ion, Indiana Un1Yera1ty I.Wt. e•t&§ill Jfhool Arut]n1~9r113CX• Eighteent.h Annual Edition Ameroanchoo Publiifliilgorporation, New York, 1946, Page 32

DNINNV1d 100HOS· ao 8?Sl1VRY

· nx

II

B. Aid to pbiJ1cally handicapped.

c. D.

a.

a.

I.

Teachers tor heme-bound childrsi. 3ervicea tor exceptionally intelligent children.

Developmm t ol 12-montll uohool program•

Planned health and phyaiool education prot;ram.

Devolopment ot t.he haoda, aocial ability, aa well a.a the mind.

Cormunal acti v1tiea auch as muaio and exercia .. , sing-ing, dancing, am.all dramatic shows, and exbib1t1ona ot ill1dea or short tilma.

Pre-schools .for three 1jo aeven year olds.

The school as a community center:

(1) service to community organiaationa. (2) Heulth services.

()) Adult educatiori.

(4) Cultural, social, reoreational 1 and other couanunlty aerv1cea.

K. Greater use ot audio-visual aida. L. Designers aeek expanaib111ty and flexibility. 14. More empha~1s on landscaping or grounda. u. Highe1~ atandarda in matters ot aooesa1b111ty 1n

buildings, rooms, equipment, and playgrowida.

o. aoor.ius planned tor multiple ua••·

15

A HA L 1 J l S 0 F S C H-o 0 L P LA N N I W Q

le THE SITEs Coordination ot city planning and school planning 1a neoaa-

aary in order to have tho proper aon1ng tor school surroundings.

im industrial area l«>Uld not be the proper location tor a school

because th• emoke and dust would rorm meaoee to the heal th or the children, and the noiae would be a distracting influence.

·rhe latter reauon alao applies to areas ot heavy trat"fic. The

elementary school should be located in the cmter of the area

that is to lie served, and the radius or this area ebould be

no ClOre than three-quarters or a mile (17). The school prop-

erty must be dry, hi th ground tor tbe beat health conditions

and sufficiently pitched to shed surface water quickly. The

soil should be porous enough to permit rapid seepage, but with

enough body to minimize duat and nourish grass and shrubbery. ,.

ii~1ve acres ls considered the minimum aise or the elementary

school aite with an additional acre provided tor each one hundred

pupils ot the expected enrollment (18). This area should allow

'for adequate play areas 272 square teet per pupil (19); and tor

18. 19.

enty-aevent1 ear ook Amor can ''saoc t on o ( ohool Administrators Ilational Education Association 0£ the United States Washington, u. c. 1949 Pa(;e 73

Ibid .?nge 75 oz.a.nimwn •iequireraente and Utandarde for School Buildings" Reprint trom Virginia School Laws, Part VII i\egulat.ions 0£ the Jtate :Board of Lducation Tho Michie Corapany, Printers, 1944 Page lt

setting the building back trom the street ror proper land-

scaping and noise insulation. The eit• ehoulc1 be well pro-

portioned to allow tor ease ot development an<l expected future

expansion. lt ia reasonable to expect, that the value ot the

adjacent land will increase atter the school has boen built.

ln the meantiae the land that has been purchased tor the ex-

pansion will serve well as an· addition to the play area or the

school. Orientation of the building is important, 1t expansion

1a expected, so that neceaaary wings may be added in the tuture

without bringing them too cloae to the property line.

Lundscaping aeta t.he building otr to an advantage and adds

cheerfulness and beauty to the school site. This cheerfulness

will pervade the entire school and will be reflected in count•

lees ways in the work ot the student. Shade trees must be kept

away rrom the windows ao they will not darken the rooms. Ble-

vated sites on the top11 ot ridgea and knolls otter innumerable

poeaibilitiea tor attractive landscaping as well as drainage.

"Landscaping plans aball provide tor a co~plete land· soap~ program, including grading, terracing, and planting, and shall. include proper arrangment tor play areaa, parking areas, etc." (20). In order to obtain the beat re·auita, a landscape architect

should be consulted when the site ia being planned, and a

comprehensive planting scheme worked out.

26. 16Li Page 4

••• It ia considered necessary 1 tor the safety of the children,

to plan circulation so that pedestrian trattic doeo not cross

vehicular traffic lanes and parking areas (21). Playgrounds

ebould be away from the main raoda, and bicycle racks placed in

auoh a position as to avoid cross circulation with vehicular

trattic~

ttUriveways and walka must be ao planned and specified that children may enter and leave the building without walking 1n ml&i, auat provide tor loading and unloading pupils on hard surfaced areaa, l&\.lSt make satiafactory provisions !or the delivery ot .fuel and supplies to the building, and must provide adequate parking ror automobiles" (22).

The playgrounds should be easily accessible to the class rooms

and to the assembly room.

Recreational areas provide tacilities for a variety ot outdoor activities tor pupils or all agea and for adults• 1£

the school is to have community uaos. Juch facilities as

jungle gyma 1 alidea, sand boxes and spaoe for in.formal games

are provided for small children. The areaa for older elemen-

tary school pupils provide space for such informal games as

hopscotch and shuffle-board and for such organised gmnea as

eo!tball and track. .A small play house md other piec•• or

playing apparatus should also be provided.

~1. !lup:ra 22. Supra

(I7) (19)

Page 11 Page 4

III

2. TH5 BUILDING Circulation throughout the building must provide for a

minimum· 0£ croaa-circulation. The entrance and lobby are imme-

diately accessible to the pupils and the public, and the lobby

should be large enough to hold all the pupils b<itore morning

plyaioal inspection. Statr entrances as well as service en-

trances are preferably independent ot student entrances.

Corridors muat be free ot any proj~ctiona, and in places 0£

heavier circulation corrido•a DNSt be widened to take care

ot the increase, but sudden reductions in width should be

avoided. The Virginia School Building Code gives special re-

quireoents for entrances, exits, etairs, and corridors. (23).

Otf1cea of the administl'ation should be planned ao that

they are easily accessible from the main center or activity with-

in the building and also accessible to the public. The office

ot the principal ia planned so that it connects w1 th the general

offices and aluo with the lobby or corridor, and it should be

.f.'urnished with a fire vault or a large built•in as.re tor the storage of records and valuable papers. A general office is

usually ;lroVided for the clerks and an area may be provided

at one end for the public wai tir.1.g room aeparat ad tr·om the

gene~al o.t'fice by a counter. A amall council room, approxi•

2). Supra ( !9) l'ages 3-6

III

mately halt the size or a clasa room, used tor t•aachera'

meet.inga and par.it-teacher conterencea may be ajijacent to

Uiese otticea. A small storage room for supplies should be

convenient to the general ot1"1cea. .r.r school books are fur-

nished by th• school board, adequate storage apace and a

distribution point must be convenient to the general offices.

Two types of areas, a rest room and a work room, are usually provideci for the teachers. The rest room is fw:•niabed with

easy chairs, couches, bookshelves and magazine 1•acks, and

tables for quiet study. In a amall elementary 11chool the work

room may be combined w1 th the library. It must have a work

counter and sink, chairs, tables, bookshelves, supply cabineta,

a typewriter and duplicating mach1r.e. Una or more janitor's

closets equipped with slop sink and ahelves are needed. In

a small elementary school, the janitor• s workshop and dressing

room may be combined w1 th the heater room.

The elementary school class 1•oom ia pl.aM«td to fit the

educational program. lti is tneopinion of most specialists that

a modern elementary school prograni requires a 1a1nimum of thirty

aquare £aet of floor area per pupil, exclusive or storage areas.

An elementary school clans room. includes ample storage cabinets

and pupils' locker.3• either built•in or freestanding. These

cabinets rnay eerve aa temporary or permanent separations between

different areas. The temporary aet-up is usually preferable,

I

S•:I that a maximwa size area may be possible when desired.

Deoka must be scaled to the children and snay be e1ther tho in•

di vidual type or tables and chairs, depending on the require-

menta. A sink and work counter are now considered standard

equipment in every elementary class room, and tor pupils ot from five to seven years ot age• one water closet and one lavatory should be provided in connect;ion with every class room.

Tack board und chalk board are provided at eye level of the

pupils who use thi: room. A separate rest.ing area ia desirable

but not necessary for the primary claaaea, but space should be

provided tor the storage or cots or pallets when they are not

in uae. The storage closet tor the teacher 1a separate from

the pupils' locker area. UuWoor claaa areas connected diretly

with the inner class rooms have been uaed succeaetully, aape-cially in wan1~ climates. This area is eemi-private and at;

least as large as the inner class room. Part or the outdoor area should be paved for work tables and aink and part turfed or left free for gardening.

The clinic 1a usually near the general offices, it it ia

not C1.1nnected with the physical education tao111ti••• It

general healt-h 1napect.1ona are necessary every morning, the

clinic must be near t.he lobby so that inspection lines may be

set up at the rear ot the lob by. The cl1ni c area include a a

toilet with ono water closet and one lavatory, a small labora•

III 21

tory, a apace tor a desk and .f1 les for the nurse, storage space

tor medicine and equipment and an isolation area. The ilolation

space may be either a curta1ned-o.f'£ area or a small room for

the teiaporary use ot sick children. Other teatures may btJ added

it tha Dise of the school warrants.

The elenientary achool library must provide JD&terials and

aervicea tor the pupila, and it provides teachers vith materials

for the educational activities in which their pupila are engaged.

The school library may also serve the community atter school

hours and during the 8UDllutr. The library must provide areaa for

nadina and circulation, a workroom, *Storage !or booka and

materials, conference rooma, and possibly audio-viaual equip-

ment and. supplies. 'rb.e otfice or the librarian may be combined

either with the circulation desk or the storae;e room in a small

school. The reading room should aeat. nt leaat twenty more

pupil• than there are in the largest claas. The toblea and

chairs must be of various sises to accolllDlOdate children ot different age groups and 1nd1 vi.dual seats should be fumished

for informnl reading. lleaidea tables and chairs, the library

includes a circulation desk, card catalogs, tiles, bulletin

boards, magazine and newepaper racka, stool• and bookshelves.

There mus: be adequate ahelving for books and publications re-

quired in the school program; one llll4lar foot or booksbelving

for each pupil is considered a minilDWI ( 24). 1n elementary

~4. Supra (!71 Page ilI

III

aohools1 the bookshelves must not exceed £1ve feet aix inches

1n height and the botta shelves should be between tour and eigbt inches from the floor; they may be built-in or formed into alcoves. The shelving is uauall; in sections three feet

lon& 1 for convenient rearrang•~ent, and eight inches deep with a llmit.ed amount ten and twelve inches deep for large books.

The work room includes a sink, a cloaei:l cabinet tor storage,

shelving, work tables and chairs and .:»tack ~pace tor 'books and

magazines. Jpace is allotted tor tl•o librarian'• desk and

chair, files, and low shelves !o·r professional L;ooka and

materials. The conference rooma may bo aoparated trorn the

reading room by clear gla~ns part1 tiona and are equipped with.

tablea, chairs, and shelving. It audio-visual aides are pro-

vided., space must be allotted tor storage of materials and tor oeatine at least one class (25).

The food service area ahould be located on the tirst floor.

convenient to a. service drive and planned tor a minimum or cross

traf !ic. This area provides tor the receiving and storage 0£

food, preparation and service of meals, dining, diah-waahing,

disposal ot waste, housekeeping and management. Ten aquare

feet per person is considered adequate in the dining area for

the maximum number of pupils to be eerved at any one time.

·25. Supra (!7) Pages 111-m:

III 21

One ten toot serving table·or counter will aerve about two

hundred p\lpila and, it IDOl"e Al"e to be aerYed, the counter should be turniahed with tood warmers. Tables ahould aeat trom aix to ten pupil• to oonaerve apace and chairs are pre-terabl• to benches. The dining area should have lighting, both natural and art.1ticial1 equivalent to that in the elaaa l"OOU

so it can be used tor other purpoaea betoro and after meals.

The kitchen area, including d1shwaah1ng1 requirtaa approximately

one and one-halt square teat par meal load, with a minimum ot )00 aquare feet. A achool ~unchroom with a dail.J •al load ot 150•250 will usu.ally require the following baaic equipment ( 26) :

Cooking

Sinka

Refrigeration

Table•

..•.. Truck

Two•aeot1on heavy-duty range, with o'I•

Two-compartment vegetable and pot alnk Three-compartment di~aahing aink (or a single tank diabwaah1ng machine with 20"xJOrt rack•)

V.op oink Wash basin

60 oubic teet (o.r 6•'XJ,• walk•in box)

Reoeivin&t 24"x 4'" Cook•' ana baker•' J. )O"x l2" Soiled diah, 27"x 12" Clean dilth, 24"x 46" 22"x 30• 1 24" high

:!vprr,\ (11} Page l2l>

Counter

Kitchen machine

III

27" tp JO" wide x 101 long (oxolusive ot tray and silver area) with 12" tray rail

12•quart, mixer on l.8"x 24" base.

The amount ot storage space Nquired will depend on the availa-

bility ot aupplies, but a minimum ot one-halt aquare fet~t or

storage area is usually required per meal served. The -storage

area must be well ventilated and lighted, vermin•pro&Jt • and have shelving and hooks for supplies and cooking utensila. Toilets,

waahroom, and locker apace must be provided near the kitchen

tor the workers. An otric• space for the manager is desir~blo, and it should be provided with a desk, chairs, and files.

In a small elementary school a gmeral purpoae room niay

i.&ke tb.e place of the Q'Wlaaiwa and the auditorium. The general

purp~se room must have a flat floor with a capacity of 200 to

4.00 seats and a small stage for dr&U&atics and mtiaical programs.

Thia room may be uaed for moviea1 w1d alides 1 aaaemblies and

other communal activities. The general purpose room may serve also aa a recreational area tor em.all children. during bad weuther and tor commUZ11ty uaea. There must be storage space

ror all equipment when not in uae. A separate entrance should

be provided so that the room ay be opened independsit or the

rest or the building.

Doaidee the storage areas connected with the class rooms and other special rooms, general storage areas are required

ror tuel and maintenance supplies and mat eria la. There are

111\ 2S

alao aeaaonal equipment and materials which must be stored whe not in use and surplu~ supplies and materiala which must

be stored until needed. Alao ·there abould be space for the

•rac• ol trash, hidden trom view, until it can be carried away.

D

M E C H A N I C A L E Q U l P M & fi T

4! 22

MECH;..UICAL ECiUIPl<.ENT

1. HEATIHG AND V!~UTILATlNGs

Some ot the major pu.rpot1ea ot heating and ventilation ays-

tei:as are (27): (A) the supply of heat to balance the loss from

the human body through radiation, conduction, and evaporation

and to balance the losse• of heat from the room through e.xf'il-. tration; (D) the removal ot excess heat; (C) the dilution and rertaoval or unpleasant body odors and in some cases direct removal

of obnoxious gasses, fumes, and dust; (D) the prevention of rapid temperature fluctuations beyond or even within the total

acceptable ranges; and (E) adequate diffusion or hoat without

excessi vo stratification or excessive drafts.

Elaborate heating and ventilating pl&mts are not necessary

in a smnll elementary school, but the temperature ranges and air

changes desired must be provided and maintained, without over-

loading. W'lder the moat severe weather conditions. The e.xac't

a.mow1t of fresh air needed for the various activities and rooms

is not shown by reliable data, but provisiona must be made in

all school areas £or introducing fresh air into the rooms and

exhausting thr;j stale air from the. Hin1mum air <Jhange capa-

cities of 15 cubic feet per person per minute should be provided

in all class rooms and libraries (28). lt.ir movement is a vital

~1. llupra ( 17) Page 141 " 2g •. Supra (17) Page U.S

I T IY 27

factor in the comfort or the occupants of a room, and humid1·

fication may be provided 1£ desired by introducing moisture in to the air. Air cleaning may be necessary in areas where tl1e

air may be laden with dust, smoke, or fumes. Controlled heating

will mean fuea. control, and the smooth operation of the heating

plant. 3eparate controls for different sections of the building

should be installed so that only the areas needed are heated.

There are ID.f:lllY types or heating nnd ventilation systems,

but tho choice of tho systen to be installed mny depend on cost,

maintenance and operating services available, size and location

or the building, fuel available, and local standards or building

and student comfort desired. l.n a small ochool air flow can be

provided by suitaule windows or other local air intakes and by

the use or roof ventilators.

'rhe elementary school proposed in this thesis ia mall,

therefore it is considered advisablo to cake uae ot projected

windows for ventilation ruther than installing an elaborate

ventilating plant. The claaaroo1:1a and adclnistrati on unit have

cro:ts ventilation furnished by cleres1;ory windows over the

corridors on the exposed side and low strip windows on the south

side. ·rhe general purpoue room is ventil.11.ted by •ans ot hi&b

windows on the west side and low strip windows on the east side.

'l.'he cafeteria has low strip windows on the south aide and high

windo,·1s on tho north aide.

'/,.V " itadiant heating coils in the floor are supplemented b;

baseboard convectora under the low south windows, thur provid-

ing u wunn floor surface :for the children during rest periods

and heating the incoming air before it reaches the occupants

or the rooms. ·rhis typo ot heating system is designed to produce

a feeling of comfort by surrounding the room occupant.a with sur-faces heated to n tetlperature that will permit a non.aial but prevent an excessive heat loss trom the body.

2. W.~ECT?UCAI~ &.,;UIPl·iCNT z

Besides being used tor lighting, electricity 1.IW.Y serve many other purposes in a school building. It may be used to operate

inexpensive call syste:r;s and the tire-alarm syatan. iiadio-

sound systems are coming more and more into use in connection with the &dl'!linistratlon, teaching, and extracurricular activi-

ties. b.;ven television .facilities may be provided it there ia

any anticipation of a television station beint built 1n the

nei~1borhood in t.he near future. Conduits should be laid in

the floor of o..ny room which is expe~ted to be used for sowid-

ooving pictures.

J • Pl.Ul-iliING AND JidiITAHY Fl.CI LITII~SI

For economic reasons plumbing fixtures may be grouped to-

~ethor, but this apould not be carried to the point where eclu•

cational utility is seriously impaired. Jeparnte toilet rooma

IV

must be provided for ench aox, and, where the size or the

school warrants, special toilet tacilitiea should be provided

for administrators, teachers, and other school employees;

toilets should also be provided tor the public. F'<>r pupils

!1 ve to seven years or age, the tendency today is to provide

toilet facilities in connection with each cla.as roor.1,

"For pupils' toilet rooms! the following ratio of.' wa.ter-closet tixtures to pupils shou d be considered minimWtl (at least two water-closets· &hould be 1nstallod in each toilet roorrd:

Girls Boya

ono fixture to )0 pupils one fixture to 60 pupils

"Individual urinals ot the floor type should be provided in the rntio of one to each thirty boys using the boys' toilet rooma •••••• ,. Lavatories or wash basins should be provided in each toilet room in the ratio ot one fixture to fifty pupils ••• • • There should be a minimum ot one drinking fountain on each floor nnd one for each seventy-five pupils •••• (29).

It is deairable to locate toilet £acilities, drinking

fountains, and hose outlets at advantageous points on the re-

creation area. All plumbing facilities must be scaled to the

size of the pupila who will use them.

~. Jupra (17} Pages n>I-166

v

LIGHTIHO

LIGHTING

One or the most iuportant problems to be solved in !;Ood

school planning and desi@l is that of lir;htin£, both na'tural

and artificial. (Two or the moat important objectives to be

met in lighting to t;i ve good seeing conditions are quality and

quantity.) 1-~st school administrators and specialists put tood

lighting high on their check list or requirements for a modeITI

school building.

"The problem. of seeing in the class room is a major one. Recent research has sbown that children's eye defects increase steadily from a low percentage in the early grades to an alarm-ingly high ratio in the uppor grades. lt further ahow.s that poor v1eual condit. ions definitely have harl!lful effects on pos-ture, on nutrition, and on learning rates. It is also evident fror11 research that the provision ot better visual conditions ,;·ill decrease eye de.t'•ots and hlprove other factors (JO)."

"School lighting is much more than glaas area and wattage. It is fundamentally a matter of brightness balance or natural and artificial light eourcos and reflecting surtaaea within the total visual environment. Although the eye adjusts readily to it enviroo•snt., it cannot adjust to excessive brightness dif-ferences which exist simultaneously within the Visual field. Such conditions result in eye strain and lowered efficiency. Brii;htr.aso ~1.f'ter~1nces can be reduced by shiel1iing the lamp, aeating tho pupils so they will not face the windows, re-painting wit,h pastel tints using lighter furniture and chalk board, and increaaing the i.1r;ht inton~lity within tho room (Jl}."

jo. HJeelnc; in the Classroom,'' 'b:l ~,i{ifred F. eta,:_p, chlet, Division of Jchool ~lantt Uepartment of Public lnatruction, Michigan. Published by 6ugeno B. Elliott, Superintendent of Public Inst#Uetion, 194.7 Page l

Jl. "Lighting Schoolrooms," Uay L. Hamon, Chief, School Houu1ng 1 Division of School Administration, United ~tates Office of Education~ United Jtetes Prinping Utf1ce, washi~ton, D. c. rage )

v

"Light is something more than a means for aiding the child in the recognition ot words and object2. It is a force in his environment, and an important one - a force that can shape or distort the total child, hia eyes, his muscles, his well•be1ng, currently or permanently ()2). ••

1. DEFINITION OF T~::H.MS

foatclDd.\• - the illumination produced at a surface, all

points of which aro at a di stance or one foot from a wii.form

point source ot one candle.

Ittflgqt:Lon {ls;to£ - the percentage of tlie total amount or light falling upon a surface which is reflected by that surface.

Fgotlgbe£1C - the brightness or the surface upon which the

light !alls, a brightness of one candle per square inch is equal

to 452 root-l.amberts.

§riJratdlU!SI - the luminous intensity ot any surface which

may be created either by reflection or direct transmission of

light.

SljJTQWJdaAe; titld - extends )0 degrees on each side of the

line ot si@l t, thus forming a total area or approxiniot ely 60

degrees in the center or tli e total visual field.

Ptrieh•ra• ti•JQ - that area outside the surrowiding field

and included in au area approximately 120 degrees vertically

and 160 degrees horizontally, centering on the line ot sight..

)2. "Light on tho Growing Children," Ur. D'1rell B. Harmon, Director, Division of Educational Jervices, Texas Jtate Department ot Health. fxhi;•a!i,~J'fJ<'i Volwne 99, Nwnber 2, February 1946

age 9. u s oy 1'". ~;. Dodge Corporation, Concord, New Hampshire

v

2. i-4UANTIT'i OF LIGHT

'l'he quantity of light is measured in terms ot footcandlea

on the working surface. There ia still no reliable data as to

the amount or illumination required for different types of work;

the recommendations for class room work varies from five to five-

hundred tootcandles. The recommendations ot The Illuminating

Engineering Jociety are generally followed by most architects.

LIGHTil!G INTi:~iiSITIES RECOM?Ji~HDED BY THE ILLUMINATING ENGil~EEHit-IG SOCIET!

ARbA3

Classrooms and libraries Sight saving claas rooma Auditoriums, oafeteriaa and rooraa

not used tor study Reception rooms, locker rooms,

washrooms, atairwaya, etc. Corridors and storerooma

FOUTCit.lWLLS

)0 50

10 lO

' RELATIVB AhOUHTJ uJF LIGHT UEEDED FOH. CiUT;UM VI3UAJ~ TA3K3

VISL:/\ Lt TAJK3 8-POINT BODONI BOCK TYPE Aa l.O

Reading 12-point Dodoni Book Type 0.,5 Reading 8-point Bodoni Book Type l.O Reading one's own handwriting in pencil 2.0 !Leading newspaper text J.O Booking ).S Dra~ing 1+.o Business s.o Jewing with white thread on white cloth 10.0 Using steel sea.le \'Ii th l/64'11-inch diviaiona 16.o Jowing with black thread on black cloth 1+2.0 Precision die making 70.0

nthe foregoing comparisons illustrate the fact that quantity or lit;llt needed depends on the task to be accomplished, but they

v

obviously cannot sorvo aa a guide to the relative d U'ferences in licht levels to bo maintained in schoolrooms. Reasonably high general levels of illumination, from 20 to 40 footcandles in ordinary class rooms and 50 or more in class roomo where seeing tasks are Wluaually di1"f1cult, can be supplemented by local task lic;ht;int-; to improve visibility for especially critical tasks of seeing ()))."

3. "'UAU'rY uF LIGH'l'ING

To attain ideal seeing condit1ona, the brightness ratio or the visual ta5k to its ii.mediate surroumlinga is wiity, and the

brit;htneas ratio of a light source or or a luminoua portion or a lwainaire to ite background is unity. In a practical sense

the attainment of these conditions is virtually 1mpoas1ble.

'l'ho Illuminating .Gng;i.neering Society recommends that brightness

ratio to attain good seeing condi tioru.J sl1ould be not grenter

than three. According to literature examined there is agree-

:tient on two conditions: (1) within the surrounding field the

bri£,htness dif£ercnce should not be more than ten times nor less

_ than one-fifth the brightness of the visual task, and (2)

within the peripheral field the brightness ditference should

not be more than titty times nor leas than one-ritth the bright-

ness ot tho visual task. There ia also agreement on the re-

flection factor for different surfaces as shown in the following

table:

)J. Jupra (17) Pages 224-226

REPLl~TIOH Fi~CTOa3 RECOHMEHDED FOR DIFFEIH:NT JURFACES IN A CLASS J\OOM

5UI~FACE3

Ceiling Walls Floors Chalk board (light green) Equipment

REFLEC'TION FACTOR

857' w; )0~

20~ )0•4CY.'

Although these recommendations are based on the observations or speciallats, they are arbitrary and tentative. .Present and

future roaea.rch may produce results that will chang• the areas

ot the visual field and brightneas-ditterences tor more eye

comfort and ef ficienoy.

~uality depends on the location or the light and its in-

tensity, and the environment or surroundings ot the light,

including color, brightness, and retlection factors, as shown

above, of' the ceiling, walls, tloor, and tun1iture. GoOd

quality light cannot be obt&ined where extreme br1ghtneaa-

d1!'ferences exist.

"The foot-laml>cart .figures given oalow are average values for soue of the brightness found in class rooma. Variable ractors will c auao actual readings tor some ot the items listed to be conaiderably hi~er or lower. t~otice the reduced ceiling bric,htneas made poasible by a longer hanger stem on the reflector."

v

ILLU~TH.A TIOU3 OF BRI GHTlmJJ ( 34)

Clear alcy Haa7 aky White cloud.a Sunlight on white buildings Sunlight on trees Ba.re 200-watt filament bulb Enclosing globe Bare fluorescent lamps (48")

At 90-degree angle to axia At JO-degree angle to axis Shielded fixture

White ceiling above indirect fixture SOO-watt hwig )O" from c eiling 500-watt hung 48" from c eillng 750-watt hung 46" tram the ceiling

Blackltoard with 25 F. c. (l<Y; R.F.)

FOOTLAJ-IB;mTS

i,ooo 2,000 J-;,ooo s,ooo

)20 6;,ooo l,200

1,900 l,400

500

75 ~~ 2.s

Color and finish also play a.n important po.rt in the l1ght-

1ng conditions witJU.n a room. Color determines the reflection

factor or brightness or a surface while finish detend,nes the

glare factor. Ray L. Hamon in "Lighting !Jchoolrooma," gives

SOO fott•lamberts as the maximum brightness and f1tteen as the

maximum glaro factor for aatistactory visual enVironment ot schoolrooms. A dark color will naturally r etlect less light

than a light color, and a du.11 surface will have a smaller

slaro factor than a gl.oasy surface. The following table gives :iso1;.e idea or tho retlection•factors of different colors.

J4. Supra (jo) ~age 3

v

APPl\UXlJ.~TJ; nEFLLCTlON FJjCTOt~J FOU CO.LOH.S (35)

COLORS FACTOR3 coLOns FACTORS White S)~ Tan 50-)~ Gray 70-4414 Drown 40-20~ 1'"rench. gray 40~ Green 55-20~ Dark gray 19'~ Olive green 20/~ Ivor/ white 80"; Azure blue 55~ Caen stone 76~ Sky blu• 37/~ Ivory 71-6)~ Shell pink 54~ Pearl gray 73;; Pink 70-50~ Butt 70·4~ C~inal red 20~~ Durr stone 2<1" Red 40-15"

I+• ARTIFICI.t\L ILLUMINA'TION

There are many ways of providing artificial light in a class

room. lncand<hcent or r1uorf1acent luminaries may be used either

as direct., semi-direct, semi-indirect, or indirect source• ot light in many different arrwigements. Variables which would

influence the choice of one scheme of artificial lighting over

another are: initial coat, operating coat, efficiency, deaired

results, cleaning, and maintenance. One precaution which must

be taken is to prevent a source or direct llgbt from entering

the }Upils' line of vision. Artificial illumination shall be

considered a supplement to natural lighting only on dark,

cloudy days and when necessary shall be capable or providing

the required illumination independent or natural sources. For

b~~nt results, an illuminating engineer should be consulted

or engaged to design the lighting systan.

5. NATURAL lLLUi•llNATIOli

There appears to be no one best class room model for natural

lighting, but there are sufficient designs for certain combina-

tions 0£ climate, orientation, buildin~ plan, and he191t 1 arti-

ticial illumination system, and educational program. Some schools

built during the war-restricted period with no wiring, aro said

to have given satisfactory performance the year round in south-

ern climates by virtue of well calculated design. The following

paragraph• describe several of the natural lighting schemes,

both unilateral and bilateral, inveetigated by Douglas Haskell

(J5) (Sketchea page• - ) SCHEfai A - The sloped ceiling and louvered awning acheme

reported on by Pro£. Leland Dro"'1 produced the bi~est levels

ot illumination encountered in the survey. The inmost rows

ot desks received 44 percent aa much light as the window rows.

The brightness range waa relative~y one or the lowest. Con-

tributing factors were the open surroundings, high ceiling

at the windows, re.fleeting slope, high proportion or glaaa,

pipe mullions and window• shaded by open louvered canopy. Another version with a second slope at the roar ot the room

proved unnecessary, but the uae or venetian blinds with ceil-

ing pocket storage was considered a good idea because it permits

simple manipulation and fixed louveres • assuring maximum

reflection Gtficiency.

"16 Ways ot fiaylli)itlng cliaarooms," by Dougiaa lta8ken, Associate Editor, Jrghj1;~ctf.Ac1. R~g:fis&• Volume 95, Number S, May 1944. Pub a e y • w. e Corporation, Stroudsburg, Panneylvnnia. Concord.New Uampahire

v 38

SQHl;lll Jl - The directional glass block aoheme reported on, like other unilateral achemee 1 is adapted to plane with

central corrido~a, also to llOl'"e than one story. The glass

block retlecta the ligb t to a alopin& ceiling which at th•

rear ot the room, ia quite low. The priama in directional

glaaa block diffuse the reflected light betwen a horiaontal

line and a vertical line and 1 tor this reaaon 1 should not be used below eye level. Directional glass block aenda more light to the rear ot the room. Clear glaaa sashes beneath

'the block g1 Ye the aeated. children a gooJ. view and are provided with roller shades tor the abort daill' periods ot direct sun-

light to the outermost row ot desks. Dr. Hannon, in his experiments, tound that this scheme gave the most desirable

results ot the tour rooraa in the teat ()6). The ratio ot light 1ntf.lns1 ties waa lesa than eight to one, and the brightneas ratio between the upper part or the glaaa block panel and the

upper part ot the inside wall was leas than five to one.

§CbEbE " - Thia ia a modification ot ~ch•e A, turning

the vulnerable side or the building toward the south tor aolar heating. Despite the southern exposure, no direct light enters the room. The louvered canopy protects the lower panel or windows, and the diapol position ot the upper

panel ot louvers 1ncrensea etticiency by throwing light to the

back of' the room.

)6. Supra (J2i

SCHQE ~ - This bilateral scheme hns a lavel ceiling and

a solid roof projection, with a concealed roller for the can•

vas ehade, shading the larger windows. ~Jith the southeast

orientation an even distribution or illumination was obtained,

but this was accompanied by an e.xdessive brightness range.

'"hen the solid canvas shade waa lowerod tho evenness ol

illumination became almost perfect, while the intensity was

lower but still acceptable.

SCHE£1E l • This bilateral scheme inoorporntes a slope

upward toward the transom \11indows instead ot toward the main

windows. The cou1bination of high large tran .. om windows and

the slope are such that, with correct adjustment or the vent-

tian blinds, almost shadow-free illwnination ia provided,

and the illwnination curve is remarkably level. A louvered

canopy above the larger windows might be an improvement over

the solid type or overhang and the cnnvaa shade shown here.

A similar scheme is used 1n a northern location with both the

main windows and the transom windows smaller. In this scheme

the venetian blinda over the transom windows are eliminated

and the corridor root .raced with white asbestos to act aa an

exterior reflector.

These are a tew or the many possible natural lit;hting

schemes which have been used in contemporary school de!lif91 to

provide adequate, 1.f' not perfect, natural lighting in school

v

rooma. Other clerestory and skylight achemes have been used

but with more conplioated root construction which naturally

increases the coat ot building.

Scheme D and Sche• I are combined in the design of the

elementary school proposed in this thesis to give a maximum

brightness and an even distribution· ot illumination over the

entire room. The roller shade in Scheme D 1a replaced with a

two toot canopy to eliminate manipulation ot the ahad•• by

the teacher. The corridor roof on the north side has a white

asbestos surf ace to reflect the north light through the

clerestory windows to the ceiling ot the room.

• y

liAT\JRAL LIGHTING .t>CHEM.ES

VI

T H I D E S I G lf

VI

T H E D B S I G H

1. P&QGIUM:

The prtgram for the proposed scbool was formulated on t.he

basis of a re?ort printed for the Roanoke Jchool Board after a

survey was made or conditions and needs which resulted in the

present school building program. The maximum number or students

to be housed by t-he Grandin Court Elementary School has been

estimated to be three hundred und sixty. The prescribed maxi-

mum ot thirty students per claas makes twelve classrooms a

necessary minimum. The use or standard areas per pupil deter-

mines the size of the various other wiits and in aome cases

the areas were increased to allow for comznWlity use.

2. JITE:

The site used in the solution or the design was purchased

by the doanoke Jchool Doard as the futurG site of Grandin Court

l~lementary School. ·rhis site is ideally located in relation to

tii.e area which the school is to serve and has mare than the

necessary area for the maximum number or students, but tho

general topograph] is not very suitable tor school use.

JJ.;x.cept for a small area on the south side and a narrow strip

along tha east border \1l'1ich have a gentle slope or less than

ten percent, there ia n general slope away from a point near

the center of the plot of twenty percent or more. The south

VI

slope was selected as the buildi.nl; :;,ite for orientation,

protection from the prevailing winds, and ease or acoesa.

'*l

This allows a general classroom orientation toward the south

tor almost uniform lighting throughout the class hours and

utilization ot the corridors as insulation against the northern

·cold. The grove or trees along the top of the hill also serves

aa protection from the northern cold and rrom the prevniling

winds. The small area with the IJ;entle slope ia utili1ed for

the administration unit and tor a level play court tor the

primary classes. The east and north-east portion or the lot

is graded to form two level areas tor organized games and a

gmtle .. alope tor small games. A small area on the north slope

is leveled and prot~ctod by a retaining wall for play equipment,

sucb as swings and slides, as 1s al.so a omaller area on the

west slope. The weat and northwest slopes are Curled and

planted with treea to be uaed aa a park and picnic area and

for the location or a amall amphitheater.

j. Pl.ANNJ.NG

As preVioWJl.y stated the south slope was chosen as the

buildini.; site and the administration unit and tho primary unit

ot tour claaeroor.us placed on the gentle slope. Two units or four classrooms each are placed on two levels to the west in a

stepped arrangement. Also to the west, on a lower level, is

the cafeteria unit adjoining the combination service and

YI

teachers' parking area, which offers easy access to the street.

This aren also serves the heating room and the storae;e and shop

area under the adjacent classroom will{;. 'l'he general purpose

room is on tho east, adjacent to the play area and with a direct

approach and entrance for community use. l~ room for bicycle r&cka

ia provided under the teach era' lOWlge u.nd convenient to the

student entrance. ~\fl entrance is provided for the teachers

and staff to the rear ot t-he students' lobby and convenient

to the parkint; area. h public entrance and lobby, seeonda.r;

to the student entrance, iu adjacent to the administration unit

and to the library. i~ll units are connected by main corridors,

well lighted and ventilated by strip windows giving good views

of the court a and surrounding scenery.

The i:ilanning of the individual units includes all points

mentioned in t.he previou.;;J section, 1inulys.1s of :Jchool Planning.

ln addition each classroom has been planned tor the use of

audio-visual equipment and each claaaroom wing is provided with

a small room for preparation and storage of film, slides, and

equipment. A part of tne work room. is aluo u;-;ed for this

purpose.

4. E$'l'HETICS

No artificial decorations have been applied to the building

and the esthetic appeal of tt4e bu.ilding is dependent upon the

u3e o.f rnateriala, proportion ot the masaes 1 and landscaping

Y.l 45

and nat.ural conditiona ot the site. The classroom and ad-

ministration units preeent. a horizontal pattern; the masonry baue is topped by a narrow strip ot clear glass and this in

turn ia topped by a atrip of directional glass block. The

public entrance is intentionally smaller than the student •

entrance so there is no comtlict between the two.

VII

M A T E R I A L S A N D C 0 N J T R U 0 T I 0 N

VII

M A T E H l A L A N D C U N J T a U C T l U N

l. ROOF: Built-up roofing is applied to a concrete slab reinforced

with expanded metal. The roof slab is supported on bar joists -

light solid Joists are used over the corridora, which in turn

are supported by roo.f beams. Acoustical-tile, applied to wood

strips, is hunt; from the bar \joist,'and supports rock wool in-

:!Ulation. The edge or the roof is finished with a wood .facia.

2. '1:.iaLLS:

The root supports ot the claaarooms and administration wlit

are light weight steel I-sections placed behind alternate win•

dow mullions. Those I-sections carry through trom the foundat.ion

to the root beams on the south aide, and the steel channel aec-

tiona used for lateral support also carry the weight of the

glass block above. A non-load-bearing cavity wall, .faced with

brick and backed with cinder brick, is below the windows. The

corridor partitions and outside walls are load-bearing and

carry the weight or the root from short I-sections to the

foundation. Free standing pipe columns support the root over

the cafeteria and general purpose room. ·nii.:tse rooms have non-

load-bearing cavity walls on tho sides. and the end walls are

load-bearing. All windows are the projected steel type.

VII ltZ

) • P/\it'rITlUN.S:

All partitions in the classroom and administration unita

are semi-permanent cinder block taoed with a coustical tile on

exposed surfaces. 3orae of the partitions in the administration

and library Wlita are partially clear glass tor light and open-

ness.

4. FLOOit;;.;:

A.ll floors, excei>t the basement floors, are reinforced

eoncrete slab and bearua with the under surface faced with a

reflecting material. Asphalt tile is used aa the surface in

all areas except the corridors, lobbies, goneral purpose room,

toilets, and other wet area.a. 'l'heoe areas are surfaced with

terraasa except the general purpose room, which has a hard

wood surface. The basement floors are reinforced concrete

slab on gravel till and the surface is glaae .finished tor

,ease or cleaning.

n o I s n i o R o o

IIIA

C 0 ll C L U J I u i~

Public education is slowly gaining its rightful place in

the minds of the g13neral public nnd of the officials and admin-

istrators of our national and local govonunents, but it is a

difficult task to convince evoiyone that a r,ood educational

system is a very important factor in tr.e national weltare and

social progress, deserving the same attention as other rnujor

national institutions. General trends in education are to

teach, or to farnillarize the student with a &r'-"ater variety

of subjects, some ot which have previously been taught in the

horae or entirely lett out of the child's educational training.

This necessitates the construction of t:".ore elf!,borate and cost.11

school facilities than have been built in the past.

It is evident, after studying the site purchased for the

school proposed in this thesis, that it is or the utmost im-

portance that the architect be consulted before school 5ites

are purchased. There are two choices in prepBring the site

for the building: one is to do a great deal or grading for a

compact building wiit, and the ot,her is to take advantage of

tho natural slopes for a :1pread plan and i;ive good views or the surrounding natural beauty. lt is estimated tha~ either

ot these approoches would involve about the same expense, so

tho second choice is liiade to give a ple&::3ing design and a

tunctional plan.

ll

P a S S E N T A T I 0 N

IX

PElt.3?EC'tIVE OF ENTRANCE

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ts ft

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ir.V1HJ.HOI WOil lits OKI1SIY3 10 isae»r iO M.!IA

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IAO&Y NO~l Slir OMilfIXS dO ~SOOK iO M~IA

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SITE DEV BLOPMEHT

l

S I T E

D E V E l 0 P E M E N T

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IX

FLOOR PLAN

!!

5S

PLANS OF TYPICAL 0LA;J5ROOL.:J

IX 59

rn.OUT ELEVATION AND SECTIO?JS

IX 60

TYPICAL CLAJ.SROOM dECTION AND DETAILS

DIBLIOGRAPHY

6

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6

Roanoke Times; "Council Anawera Bond ~uestions", Februnry 15, 1949.

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"Minimum Requirer.sent s and 5tandarda tor School Buildings 'f Reprint trom Virginia Jchool Laws, Part Vi.I Regulations of the ~tate Board ot &ducation, The Michie Company, Printero1 Charlot~eaville, Virginia, 1~44.

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Douglas liaakell; "16 Waye of Daylighting Classrooms" M:;hi~J!f?ural !Jcord, Volume 95, Number ;,

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6

Alice ilarrows; "The School .r'lant: ?rends, ?resent JituHtion, and Needs," United 3tates Utfice of .;:.du.cation United Jtatea Gover•iment Printing \Jffice, tiashington, D. c. 1945.

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United St.ates Printing Office, Bulletin .~94?, Numbe:r. 6. i;!omograph Numoer 4, ~·iashl.ngton, D. c.

Helen K, Aackintosh; ".:iupervi3ion of I~lementary Education as a Function of Stnt..e Departments of Education " Unitod Statea Printing 0£fice1

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Volume 99, Hu.vnber .3, March, J.946

New 1946

Protressive

VolwAe 9~1 Number 41 ;\pril, 1946 Volume loo, Number :>, liovember.l 1946 Volume 105, Number ), i-iarch, 1Y49

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