Educational

ELEMENTARY AND SECONDARY SCHOOLS

Student Lockers ; Language Laboratory ; Science Facilities

furred down to eliminate the accumulation of SCIENCE FACILITIES shelves are desirable . Instructor's demonstra-
dust and trash on top of the lockers . These tion desk should be equipped with hot and
units can be ventilated by pulling air through General Science Rooms and Biology cold water, duplex ac receptacle, soapstone
lower front vents and into the plenum above . sink, upright rods with clamps and wood cross-
Laboratories bar, and double gas cock . Also needed are two-
General science rooms and biology labora- student biology desks with one cupboard and
LANGUAGE LABORATORY
tories should be located on the first floor, with two book compartments ; chairs, mock-up ta-
The language laboratory provides a place windows facing south or southwest, a door ble ; herbarium, aquariums ; projection screen ;
where pupils can listen to recordings in a for- opening into the preparation room, and a door microscopes ; models, charts ; dissecting trays ;
eign language, make their own recordings, opening onto the campus so that classes may specimens ; portable germinating bed ; terrar-
practice speaking a foreign language in private, study outdoors without passing through the ium ; microp rojectors ; three sinks with towels
and carry out drill exercises. building (see Fig . 74) . and soap dispensers ; experiment sheet filing
It should have students' booths constructed Activities include lectures, demonstrations, cabinet near tackboard ; first-aid cabinet ; fire
of sound-absorbent material, approximately 30 viewing projected materials, individual and extinguisher .
or 36 in . wide, 36 in . deep, 54 in . high . These group study, writing, and experimentation with Electric outlets should be located on each
should face the teacher . The top front half animals and plants . of the walls . If the entire class uses electrically
should have a see-through glass panel so that The front wall should be equipped along
the student can see the teacher, and so that its entire length with chalkboard, the center
the laboratory can easily be adapted for audio- section of which should be raisable . There
visual aids . The back wall and ceiling should should be a display rail over everything except
be treated with acoustical or sound-absorbent the raisable section of board . Provision should
materials (see Fig . 73) . be made for a projection screen at the front

Fig . 74

lighted microscopes, tables will need electric

outlets . Sinks and outlets for gas and elec-
tricity are needed in counters .

Fig . 73
Storage and Preparation Rooms
Storage and preparation rooms should be ad-
jacent to general science and biology. These
rooms are used for teacher preparation, stor-
Booths should be equipped with headphones, of the room . Corkboard 4-ft wide should cover age of bulk supplies, conferences and offices .
microphones attached to a flexible gooseneck the entire width of the beck wall above the This area should be lined with storage spaces
stand, magnetic disc or tape recorder, and wainscoting . It is suggested that counters be for materials and equipment of various sizes .
a control panel with switches for selecting installed along two sides of the room, one There should be provision for teachers' records
balance and volume . There should be a monitor being the window side . Such counters should and professional books . Room should be out-
jack on the same panel . include several sinks and outlets for gas and fitted with a sink and gas and electric out-
At the front of the room, the teacher's area electricity . lets . Access windows should open into the
should have a platform at least 6 in . high in All laboratory furniture should be acid-resis- laboratories .
order to raise the level of vision into the stu- tant and easy to wash and clean . Equipment Storage provision should be made for equip-
dent booths . The master unit should accom- includes a display case for biological speci- ment used in general science and biology . A
modate three channels for simultaneous pro- mens that opens to the corridor from within storage bin, made up of many small draw-
grams and should also contain two dual-track the room ; teacher's combination wardrobe and ers, each measuring approximately 4 by 4 in .,
tape recorders and two phonographs, four- closet ; legal-size file with lock ; storage areas should be included for efficient storage of
speed . A small soundproof booth will be nec- for notebooks, aprons, microscopes, instru- small items of equipment . Also needed are
essary to enable the teacher to make master ments, specimens, biologicals, pupil projects, desks and chairs ; preparation table on wheels ;
tape recordings . A typewriter with international microprojector, and books . A storage cabinet preparation table with drawers ; standing stor-
keyboard is needed . at counter height might be installed along win- age cabinet for charts ; cabinet with slides ;
Storage and small recording rooms should dow wall . Locked sliding door extending the bookcase ; shelving to ceiling ; sink with hot
be separate . entire length of the storage cabinet and metal and cold water ; gas and electric outlets .

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ELEMENTARY AND SECONDARY SCHOOLS

Science Facilities

Fig . 75

Plant and Animal Room tion rooms (see Fig . 75) . Laboratory activities Special attention should be given to the
include demonstrations, individual and group furniture for this space . As a minimum, it
The plant and animal room should be located study and experimentation, writing, viewing should be acid- and base-resistant and easy
adjacent to the biology laboratory, possibly projected materials, and lectures . to wash and clean . It should include tablet
adjacent to a biology storeroom . Easy access At a comfortable height there should be stu- armchairs ; teacher's combination wardrobe
to the outdoors is desirable . dent stations for 24 students, consisting of and closet ; acid-proof sinks with dilution tank ;
Southern exposure is desirable . This area tables with large free working area and all storage for chemical supplies ; storage space in
should be arranged like a greenhouse, with services available : ac and do variable voltage laboratory tables ; normal chemistry laboratory
sanitary finishes and a concrete floor with should be provided . The front wall should be equipment for semi-micro techniques ; salt and
drain so that the room can be hosed down . equipped for its entire length with a chalk- solution cabinets ; three rolling tables to ser-
In addition to sunlight, the plant room will board, the center section of which should be vice tables ; standard reagent storage area ;
require special ventilation and heating so that raisable . There should be a display rail over locked cupboards for delicate instruments and
it does not get cold overnight . Special heating, all but the raisable section of board . On the dangerous chemicals ; fire extinguishers and
thermostatically controlled and separate from back wall above the wainscoting level, there first-aid kits ; storage for notebooks and
other parts of the building, should ensure even should be some corkboard and pegboard with aprons ; experiment-sheet filing cabinet ; charts
heating during weekends and holiday periods . hardware. A fume hood, accessible from three and models ; projection screen .
Equipment includes table and racks for sides, should be provided .
plants ; growing beds on wheeled tables ; ani- One end of the room should contain the
mal cages ; feeding trays ; storage for food, teacher's desk and a demonstration area with
tools, equipment ; sink with hot and cold water ; Physics Laboratories
a 5-in .-high dais for demonstration . Demonstra-
hose; pails ; hand garden tools ; bins for loam, tion table should have a stone top, spotlight Physics laboratories are used for lectures, dem-
sand, and peat moss . lighting, and a roll-away extension . All services onstrations, viewing projected material, indi-
should be provided for the demonstration, in- vidual and group study, writing, individual and
cluding variable ac and do voltage . Sound cable group experimentation (see Fig . 76) .
Chemistry Laboratories should be installed in the floor for projection Around the room on three sides at a com-
Chemistry laboratories should be readily ac- purposes . Provision should be made for dark- fortable height (higher than the ordinary table)
cessible from individual research and prepare- ening the room . should be a work station for each student,

Fig. 76

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ELEMENTARY AND SECONDARY SCHOOLS

Science Facilities

consisting of a table with a large free working Physics A storage bin made up of many should be made for sit-down as well as stand-
area and all services available; ac and do vari- small drawers measuring approximately 4 by up dry work . Wells should be finished a flat
able voltage should be provided to all stations ; 4 in . for efficient storage of small items of green for eye ease . Serious attention must
voltage should be supplied by several portable equipment is suggested . Electric outlets sim- be given to ensure adequate ventilation of this
voltage-regulating units. Sinks should be avail- ilar to those provided in demonstration table, room .
able. Some attention should be given to per- as well as plentiful 110-V ac outlets, and ade- Furniture and equipment will include re-
manent or semipermanent laboratory stands quate lighting should be provided, as well as touching table; developing ; enlarging, and
for rigging equipment. ladders with rail to reach stored items, and printing equipment; dryer; print washer ; trays;
One end of the room should contain the a workbench and sink with drainboard along paper cutter ; hot plate; safe lights ; timer; fire
teacher's desk and a demonstration area with one side, to repair and set up equipment . The extinguisher ; clock.
a 5-in .-high dais for the demonstration table. bench should be rugged enough to take con- At least four double electric outlets are
The demonstration table should have a stone siderable hammering . needed at the counter. There must be sufficient
top, spotlight lighting, and a roll-away exten- plugs for all appliances, conveniently placed
sion . All services should be available. Down- near all work positions .
draft ventilator is suggested, but it should be Individual Research and Project Rooms for
positioned so as to give as much unobstructed Chemistry and Physics
broad area on table surface as possible . It Research and project rooms should be adja- AUXILIARY SCIENCE FACILITIES
should not be centrally placed . Tablet arm- cent to chemistry and physics laboratories and
chairs should be placed in front of the demon- separated from them by half-glass partitions . Special science facilities like animal rooms,
stration desk . They are used for individual and small group greenhouses, vivariums, and planetariums
The room should have as much chalkboard study and experimentation, instruction, and are not exclusively part of large science com-
space as possible, since chalkboard work with research . (See Fig. 89) plexes . Sometimes a given instructor will have
problems constitutes a considerable part of
class time . Ample corkboard space and some
pegboard with hardware are needed . Science Shop
Attention should be given to darkening the
The science shop and the darkroom may be
room properly . This is important for the pro-
built as a unit and placed back to back between
jection of movies and slides, as well as for
the corridor and the window side. The project
demonstrations that require a darkened room,
room should be located on the window side
and for some laboratory work such as photom-
and have a door opening into a laboratory .
etry. Sound cable should be installed for pro-
A glass wall will enable the teacher to keep
jection purposes and antenna facilities for tele-
the area under observation.
vision and radio reception . There should be
The science shop is used for individual
central control of lighting .
work in making and repairing instruments
Doors should open into the front of the lab-
and equipment.
oratory . An open-joist ceiling has the advantage
It should have a workbench and sink along
of permitting hanging of apparatus. A ceiling
one side of the room . The bench, for repair and
hook capable of holding a '/,-ton load should
setting up of equipment, should be rugged
be provided .
One of the main problems for the physics enough for metalworking .
The furniture and equipment should in-
area will be provision of adequate storage
clude equipment drawers, work counter, drill
space for a vast amount of demonstration
equipment and specialized scientific apparatus. press, small metalworking lathe, some stor-
age shelves for reference books, tool storage,
Storage space with glass doors for visibility,
sink, and ample space for electrical equipment .
bookshelves for a reference library, and a cab-
inet for notebooks should be provided . Electric outlets similar to those provided in
the demonstration desk should be available,
as well as 110-V ac outlets .
Preparation and Storage Rooms far Chemistry
and Physics Laboratories
Darkroom Fig. 77
Preparation and storage rooms should be ad-
jacent to laboratories, with a door leading to The darkroom could be placed back to back
corridor and laboratory . They are used for with the science shop and located on the cor-
teacher preparation, storage of bulk supplies, ridor side with the door opening into the
and conferences . corridor.
The area should be lined with storage spaces It is used for developing film and the storage
for materials and equipment of various sizes of darkroom materials and reagents, mounting
(in chemistry, glass tubing, long items, tall equipment, and the like .
items) . All shelves should have lips to prevent A vestibule and two-door entrance will pre-
slippage, and should be built so that the floor vent light from entering . The area could be
supports the weight, unless the storage area divided into a small room near the entrance
is small and specifically designated for light for weighing and mixing chemicals and a larger
items. room toward the rear for developing and
printing .
Chemistry Open shelving of cabinets is fa- A counter should be constructed along three
vored for storage of bulk chemicals. Special sides of the room, 34 to 36 in . high and 24
transite-lined volatile closets vented to the out- in . wide . There should be a large chemical-
side for volatile reagents, acids, and alkalies resistant open sink, 24 by 30 in . and 18 in .
should be provided, along with provisions for deep ; and a wet bench, attached at either end,
the teacher's records and professional books. draining into the sink . The sink must have
The room should be outfitted with sink and both hot and cold water. Stainless-steel sur-
gas and electric outlets . It should also have faces are recommended ; finishes must be eas-
storage provision for all equipment, a prepara- ily cleaned and stain-resistant .
tion table large enough for six analytical bal- Shelves 12 in . apart and 10 in . deep should
ances, adequate work space for preparation, be constructed above the counter. Storage in
special storage for charts so that they are standard darkroom style should provide tray
kept flat, not rolled, desks and chairs, prepara- and chemical storage as well as shelves for
tion table on wheels, ladders with rail, and a dry stock. Since the room will be used for
bookcase . dry work, such as spectroscopy, provision Fig. 78

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 Educational

ELEMENTARY AND SECONDARY SCHOOLS

Science Facilities

Fig . 79
Fig . 84 Fig . 85

Fig . 80
Fig . 86

Fig . 81

Fig . 87 Combined laboratory and lecture hall .

Fig . 82

Fig . 83 Fig . 88

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Educational

ELEMENTARY AND SECONDARY SCHOOLS

Science Facilities

Fig . 92
Fig . 89

Fig . 90

Fig. 93

Fig . 91 Fig . 94

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 Educational

ELEMENTARY AND SECONDARY SCHOOLS

Science Facilities ; Arts

a special interest, or a local business group or Planetariums, as very special spaces, can be Corridors flank the art suite shown in Figure
community effort will focus on funding such accommodated within a building or developed 101 that develops as an interior core unit relat-
added programs . As a result, such spaces often as a satellite facility, as the one example indi- ed to typical classrooms along the corridors .
get extra special attention in their development cates, being built from prefabricated manu- Glass over the work counters allows the cre-
factured parts . Many specially motivated ative activities to be seen from the corridors,
students, particular parent and community showcasing an attractive interest center .
pride, and unique accomplishment have de- Where storage requirements are so unique
rived from having such bonus facilities . and stringent, and working techniques so
important in the work done, certain special
details and ideas develop as useful and practi-
ARTS cal . Some of these are noted here . Figure 102
Working surface, and lots of it, by way of shows a room well equipped with all kinds of
counters and tables is a basic requirement, cabinets and counters, plus one bonus extra,
as is wall space for display and storage cabi- that of wires stretched across to hang prints on
netry . Figure 99 shows a well-equipped, typical to dry . Figure 103 shows a clay wedging board,
general art room with sinks (X squares) in the useful for working in clay . Figure 104 is a com-
perimeter counterwork, allowing flexibility mon available light track, allowing feature
for various table and desk combinations . lighting fixtures anywhere. Figure 105 shows a
Figure 100 shows a larger art suite, with no way of storing fabric for use in silk-screen
windows and all kinds of wall space, artificially work . A spare roll is kept forward, and the
well lit, with a storage core and peninsula working roll is looped around and then fed un-
sinks, but otherwise open, flexible space der a cutting gate board . Figure 106 shows
Fig . 95 utilizing 7-ft-high storage units as dividers of movable platforms set on lockable casters
functions . to serve as a model stand .

from everyone, demand research, turn out to

be topnotch, and really excite the students .
Figures 95-98 exemplify a vivarium
and a planetarium, neither of which requires
much area, but both entail special equipment,
special care and know-how to construct and
operate . The vivarium shown is located in a
high school suite between two biology labora-
tories, backs up to a preparation room, and
fronts, through a glass wall, to a main circula-
tion corridor. Skylit, its setting of sun, animals,
plants, and water brings nature right into the
everyday action of the school .

Fig . 97

Fig . 96 Fig . 98
 Educational

ELEMENTARY AND SECONDARY SCHOOLS

Arts ; Music Facilities

Displaying art work itself becomes a creative treated . It is preferable to have a vinyl asbestos circulate easily to collect their instruments,
and practical challenge. Ample tack surface floor in the general art area ; in the ceramics attend class, and return instruments for stor-
should be available on the wall . Display devices area terrazzo or hardened concrete floor is sug- age. It should be convenient to move large
can be hung from the ceiling, developed as gested . Finishes should be easily washed and instruments to buses, stage, and playing field.
free-standing kiosks, or used in other con- maintained, and resistant to oils and heat . A The size, shape, and construction material
structions, even in front of windows to set chalkboard should be placed where it can be are important factors to consider in planning
ceramic pieces on . The art room should be an seen easily but where it will not produce re- and designing music facilities for the best
exciting place to be and to work, amid work flections or shine . It could be incorporated in sound control possible . The architect should
that has been done to encourage comparison a cabinet of vertical sliding balanced sections aim for rooms that have optimum reverberation
and increasing quality . Finishes should be to include two chalkboards, one corkboard, time, even distribution of sound, and freedom
practical and spartan, for it is a laboratory to and one projection screen . A bulletin board from undesirable absorption at certain pitches.
work in with freedom to explore and, if neces- and opaque drapes or light-tight venetian blinds Nevertheless, the reverberation period must
sary, to be messy . for darkening the room are also necessary . not be reduced below the point mandatory for
Suitable lighting is needed to ensure effec- correct brilliance of tone . Nonparallel walls
tive color rendering on dark days and in the or splayed walls and ceilings should be con-
Arts and Crafts Rooms evening . Semi-indirect lighting with daylight sidered ; soundproof walls and doors are de-
Arts and crafts rooms should be located near bulbs is recommended . If the room is located sirable . Acoustic ceilings and walls should
auditorium stage, stagecraft area, homemak- on the ground floor, it will need protection be carefully designed to ensure satisfactory
ing, industrial arts, dramatic, and music rooms . against ground glare in lower sash of windows . conditions within each room . Storage areas
Location should facilitate delivery of supplies . Double sinks with hot and cold water ; drinking should serve as sound-transmission buffer
They should have an outside door, for use fountain outlet ; gas outlets ; enough electric areas to keep interference between music
when holding classes outdoors, and good nat- outlets around room for projectors and spot- rooms at a minimum . It is recommended that
ural lighting . lights ; and heating by ceiling or floor radiation a competent sound engineer be consulted in
The space should be arranged with sufficient to save floor and wall space, or at least a min- preliminary planning stages .
imagination so that it is flexible and allows imum allocation of space to this utility, are
the teacher to vary the curriculum from year also recommended . Music Classroom
to year . The program involves the use of a Room for bulk storage and storage of papers,
number of media . Rooms, therefore, should illustrative materials, models, cardboard, fin- The music classroom should be part of the
be conceived of as a series of work centers ished and unfinished projects will have to music suite and readily accessible to corridor
in which activities with different kinds of ma- be supplied . The area will require much pro- and office (see Fig . 107) .
terials can be carried forward . There is much tection against fire . Shelving, suspension fa- It is used for class instruction, choral work,
need for display space for finished work . Walls cilities, and bins should be arranged for great and as a dressing room for large groups .
should be of material that will receive thumb- flexibility . It should have sound-tight doors, natural
tacks, to eliminate the need for broken-up lighting, lavatory, and a dressing table. A chalk-
wall panels and bulletin board . Avoid breaking board ruled for music, bulletin board, piano,
up wall spaces uneconomically ; keep display MUSIC FACILITIES and tablet armchairs will be needed .
areas large and simple . Phones, light switches, Provision should be made for projection,
thermostats, and other necessary electric out- The music program is usually divided into television, and a high-fidelity sound system .
lets should be placed where they are accessible four parts : instrumental activities ; choral ac-
but do not interfere with otherwise usable dis- tivities ; classes in music theory, music appre-
ciation, and voice ; and correlated activities, Choral Room
play spaces . Windows should provide adequate
light and be high enough for storage and coun- such as drama and opera projects . Good traf- The choral room should be near the rear of
ter space underneath. fic circulation is essential . Instrument storage the auditorium stage so that choral groups
Ceilings and/or walls should be acoustically area should be planned so that students can can move easily onto stage for performances .

CORRIDOR

Fig . 99

CORRIDOR
Fig . 100 Fig . 101

206
 Educational

ELEMENTARY AND SECONDARY SCHOOLS

Music Facilities

It is used for boys' and girls' glee clubs and have access to the field without going through
mixed chorus . the building, and near practice rooms.
The room should have a flat floor and 6-ft- It is used for band, orchestra, brass and
wide doors so that a piano can be moved in woodwind ensemble, chamber music groups,
and out. It may be rounded at rear . A chalk- and sectional rehearsals .
board with music ruling on part of it, a pull- The space should have a flat floor and doors
type screen over the chalkboard, and a bulletin 6 ft wide to move piano in and out. Doors
board are recommended. should be soundproofed . Storage space in back
Furniture and equipment include movable and sides of room, chalkboard with music rul-
seats of the drop-arm type, conductor's plat- ing on part of it, pull-type screen over chalk-
form, record player, tape recorder, storage for board, and bulletin board are suggested.
records and sheet music, piano, television set, Furniture and equipment include movable
portable risers, and clock. seats, conductor's platform, record player, tape
Room should have natural lighting, ventila- recorder, piano, television set, music stands,
tion, soundproofing, provisions for music re- small sink, counters for books with music
cording and reproduction, two built-in 12-in. slots below counters, storage for records and
speakers with proper connection for either musical scores of various size, portable risers,
record player or microphone plug-in to serve and clock.
Fig . 102 for broadcasting over school public-address The room should have special soundproof-
system . ing; natural lighting and ventilation, if possible ;
provision for music recording and reproduc-
tion ; two built-in 12-in. speakers with proper
Instrumental Music Room connection for either record player or mi-
The instrumental music room should be near crophone plug-in to serve for broadcasting
the rear of the auditorium so that the band over school public-address system ; outlets for
can move instruments easily onto the stage, 16-mm sound motion picture projector . Re-
near an outdoor entrance so that the band can production in music rooms requires high-fidel-
ity equipment.

Practice Rooms
Practice rooms should be near band and or-
chestra room . They are used for practicing
and individual instruction.
They may serve as music listening rooms.
Soundproof doors, and soundproof windows
into corridor, are necessary for supervision .
Equipment includes music rack, small table,
music lamp, chairs, clock, and counter for
instruments and books. It may have a piano
and phonograph .
Electric outlets and artificial lighting are
needed . Special acoustical treatment is nec-
essary to prevent interference between rooms
and with other areas and to deaden reverbera-
tion . Special attention should be paid to me-
Fig. 103 Fig. 104 chanical ventilation

Fig. 105

20 7
 Educational

ELEMENTARY AND SECONDARY SCHOOLS

Music Facilities

Music Office and Library walls ; bookcase ; cabinet for records ; type-
writer and stand ; phonograph ; radio ; and play-
The music office and library should be between back machines .
the choral and instrumental rooms . It should
provide good supervision of spaces in music
area . Music Storage Room
It is used as an office-for teacher confer- The music storage room should provide safe,
ence, teacher preparation, and keeping records sanitary protection against robe and uniform
-and a library-for research, reading, study- destruction . Cabinets, 3 ft deep, 30 ft long,
ing, and storage of music . equipped with racks and hangers and space
Furniture and equipment include teachers' above for hats and lockers, for special band
desks and chairs ; wardrobe space ; conference equipment such as flags and batons, and with
table ; work counter ; adjustable shelves on lockable sliding doors are desirable .
Fig . 106 Instruments need maximum care and pres-
ervation from damage . Adjustable shelving
must vary according to instrument sizes . Roll-
away racks for bulky instruments are needed .
Smaller instruments are best cared for in cab-
inets. Other provisions include lockers with
master-keyed padlocks, student benches, rec-
ord cabinet, music filing cabinet, piano dolly,
and music stands . If possible, a small area
for instrument maintenance should be pro-
vided : sink with hot and cold water, floor drain,
shelves, workbench, gas outlet for Bunsen
burner, and counter for instrument repair .
A complete music suite is shown in Fig .
108 accommodating all the functions with re-
lated storage . Tiers in the choral and instru-
mental rooms are often built-up from the flat,
main-level structural floor . Figures 109 to 111
show a practice room noted for proper sound
isolation and equipped for double duty as a
theater dressing room since music facilities
are commonly related to the auditorium facili-
ties for instrument storage .
Figure 112 shows in more detail an instru-
ment rehearsal room, with student stations
shown as dots, and practice rooms across a
typical circulation corridor ; a very typical, basic
situation allowing free use of the practice
rooms and easy access to the small instrument

Fig . 107

Fig . 109

Fig . 108 Fig . 110

208
 Educational

ELEMENTARY AND SECONDARY SCHOOLS

Music Facilities

storage lockers along the corridor (see Fig .

113). Large instruments are stored in the re-
hearsal room in rolling racks (Fig . 114) to allow
for their easy moving for away-from-home per-
formances . In this scheme, the room steps
down from the corridor, allowing the genera-
tion of adequate volume in the room without
stepping the roof up . The front wall is made
heavily absorbent to sound-simulate playing to
an audience : the ceiling is 50 percent reflective
and 50 percent absorbent so that one section of
the room can hear the other .
Figure 115 shows a related reflected ceiling
pattern, and Fig . 116 shows some details for
"soft" and "hard" surfaces . Figure 117 is an-
other convenient space saver .

Fig . 112

Fig . 113 Fia. 114

Fig . 111 Fig . 115

209
 Educational

ELEMENTARY AND SECONDARY SCHOOLS

Industrial and Vocational Facilities

Fig. 117

Fig. 116

INDUSTRIAL AND VOCATIONAL FACILITIES very realistically determine the relationship offices, and sometimes locker rooms. The lay-
of the vocational education area to the total out of any shop should follow the logic of its
Industrial and vocational education are one and plan . Also, because the school's functions are equipment use and its relationship to electrical
the same, "vocational" being the more current essentially industrial in nature, related struc- and mechanical services . Several things must
term and implying a more specialized education tural and enclosure systems are appropriately be considered such as special code and safety
program designed to train a person for a voca- different from the more finished elements concerns, good lighting, sawdust collecting
tion rather than simply acquainting him with a in the remainder of the school . One-story struc- systems, overhead hoist systems, exhaust
working knowledge of tools and their uses . tures on grade are most common, though mez- ducts, and the ability to get large supplies in,
Many schools extend their in-school education zanine space is often developed for storage or out, and stored . It should also be realized that
to cooperative programs with local industries, seminar use. students are learning on the machines, and
providing the student with actual on-the-job However, this does not mean that the spaces extra clearances should be allowed for joint
experience . Additionally, industry representa- cannot be attractive in their own way. For it teacher-learner use.
tives counsel and work with the students in the is most important to the student, and the rela- Figure 118 shows a layout of typical shop
school . tionship among all students, that no one is types with related spaces . Typically the class
The industrial arts department should be being discriminated against. All are being treat- meets first in the classrooms to learn prin-
isolated from quieter areas of building, with ed equally . And so in relating the vocational ciples, take certain tests, and put these into
a service road provided nearby . There should education units to the rest of the school, rather practice in the shop laboratories . In the dia-
be an outdoor shop area, if possible . Ac- than being a separate or tail-end unit as it was gram the dots represent students, the semi-
cess to shower and locker facilities will be so often in the past, it should be made as inte- circles group sink-wash units. Figure 119
needed . All machines and equipment should gral a part of the total school as possible, phys- shows a more comprehensive shop suite.
be arranged so that a sequence of operations ically and philosophically. Figure 120 is a section through a not unusual
can be carried out with the greatest possible Basically, the major elements of vocational higher-ceiling shop area showing open-struc-
efficiency . education are speciality shops like woodwork- ture treatment, rooftop mechanical units, and
Special servicing requirements of materials, ing, electrical, metals, auto, or combined gen- the development of some double-deck space.
relationship to drives for automotive shops, eral shops . Additionally, drafting rooms are The specific equipment provided in any shop
noise levels, and kinds of functions performed common as well as supporting classrooms, is determined by the client and by the various

Fig. 116

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 Educational

ELEMENTARY AND SECONDARY SCHOOLS

Industrial and Vocational Facilities ; Home Arts

Fig. 119

Fig . 120

requirements most states have . Sometimes the ive classroom areas . The various examples
equipment itself is leased, another reason for shown here illustrate program emphasis, and
the increasing preference for electrical service the many combinations possible, the relation-
being fed down from the ceiling rather than up ships of one space to another, and the apparent
from the floor, allowing more flexibility . While flow of activity functions . Obviously, the larger
most surfaces must be hard for maintenance the facility, the more difficult to avoid an insti-
reasons, some acoustic relief can be introduced tutionalized character . But it should be realized
by acoustic-absorbent mounted blocks in that certain of these programs are directed to-
ceiling materials, roof decking, and high wall ward institutional vocational education, others
surfaces . toward homemakers .
A sense of order should prevail in consider-
ing the equipment needs and the disposition Food Laboratories
of services to them, for a well-organized shop
is itself a deterrent to accidents . The food laboratories may be divided into cook-
ing area, freezing area, laundry, wall storage
(for tote drawers, staples, cleaning supplies,
and books), and classroom area large enough
HOME ARTS
to accommodate movable desk chairs for stu-
Home arts might be better called family-life ed- dents . Grease-resistant asphalt tile or linoleum
ucation, for its purpose is to teach students flooring is necessary . Folding doors or screens
about everyday living, home life, cooking, sew- could be used to separate areas .
ing, personal care, and caring for a home and Unit kitchens should contain equipment for
family . It would be well if boys could partici- about four students and include stoves, double
pate more in the curriculum, and this might sinks, counter space, and storage cupboards
well be encouraged by a more central location above and below the counters . Enameled-steel
of the facilities in the total plan and merchan- upper and lower cabinets with back splashes
dising and furbishing it in a less exclusively which are molded into a curved surface rather
feminine way . For it should represent the feel- than joined together with stainless-steel strips
ing and purpose of the total home in the are suggested . Movable supply wagons made
school ; even outdoor patios might be included . of materials similar to those of other kitchen
Facilities comprising a home arts program equipment can be built to fit into recessed
can range from a single laboratory space serv- space under the counter surface . Allowance
ing cooking and sewing classes to a full suite of must be made on the window wall for access
spaces embracing these, and child develop- to windows . Counters should be made of a
durable material with two areas large enough
Fig. 121 ment, cosmetology, living-dining, and support-

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ELEMENTARY AND SECONDARY SCHOOLS

Home Arts ; Food Service

to place two boards 16 by 20 in . next to each

other so that two students can work side by
side at each area . These should not be located
at a corner since this does not allow space
for two pupils to stand and work together,
Minimum desirable length of counter per pupil
is 30 in . If counter width is 24 in ., minimum
desirable size of one unit kitchen should be
11 by 9 ft, or 99 sq ft . Counter heights should
be about 33 to 34 in . To accommodate four
students at work, space between counters
should be 6 to 8 ft . Just outside each kitchen
should be space for a kitchen table end four
chairs for serving and eating .
Allowance should be made for adequate ven-
tilation to carry away food odors . Exhaust fan
for entire room is suggested . Two duplex elec-
tric outlets should be provided in each cooking
area . In laundry area, provision should be made
for 110/220-V outlet for clothes dryer .

Clothing Laboratory
The clothing laboratory should be equivalent
in size to a large classroom . It should include a
sewing area (preferably along window wall) ;
grooming area ; dressing room area (about
8 feet square), walled off by cabinets on Fig . 122
at least one side ; storage areas (preferably
along walls) ; and fitting area . Folding doors
or screens could be used to separate areas . bination outlet for electric iron, pilot light,
Storage should be provided for portable ma- switch and outlet ; electric clock ; special light-
chines, notions, tote boxes (5 in . deep by 14 in . ing on machines ; electric duplex outlet spaced
wide by 19 in . long), roll of 36-in . wrapping at least every 12 ft of available wall space ;
paper, small articles, textbooks, large fashion sink with hot and cold water .
magazines, patterns, and teacher's wardrobe, In laying out the prototype kitchen units it
four-drawer, legal-size file with lock. Space should be remembered that there are both in-
is needed for hanging student projects . structors and students using them ; hence di-
Provide adequately keyed electric outlets for mensions between counters should be more
machines-suggest one double outlet for each ample. Figure 121 indicates some minimum di-
machine- electric outlets for irons and visu- mensions, while Fig. 122 shows a grouping of
al-aid machines, one fluorescent light over U kitchens . Fig . 123 shows perimeter kitchens,
grooming unit, and adequate light at working allowing for a sit-down class grouping at the
surfaces . tables in the center in a rather typical combined
food-and-clothing arrangement.
Family Living Laboratory Typically, various kitchen-plan types as well
as various appliance types are incorporated in-
The family living laboratory is used for ad- to a layout to allow the student to experience Fig . 123
vanced courses in homemaking : table service, their differences . Counter and cabinet types
housekeeping, home decoration, selection and and finishes, even flooring, might likewise be
arrangement of furniture, entertainment, bed varied while realizing some discretion toward " Corridor exhibit area for display
making, home care of sick, leisure time ac- enough common denominators to give order to Summing up, the home arts area is a place
tivities, family living, money management, child the total space. for learning about living ; make it as easy and
care, and consumer education . Like planning any laboratory, equipment pleasant as life can be for the students starting
This is the central core of homemaking fa- functions, clearances, and their electrical and out .
cilities . Furniture and equipment should rep- mechanical service requirements should be
resent advanced solutions of home problems . carefully understood, and most of the needs are
Space should provide for dining room, living larger extensions of home situations, such as F000 SERVICE
room, and flexible area for home nursing, child extra lengths of counter and space between ap-
care, home furnishing, family living, group pliances . Unit kitchen plans should also be de- Lunchtime can and should be break-time, a
discussion, and film viewing . There should signed to allow for periodic appliance replace- change of pace in a place different in feeling
be at least one plastered wall for experimen- ment with new models, sometimes provided for and fact from the rest of the day . In reality, it is
tation with wallpapers . Hardwood floors are specific consignment by local utility compa- hard to be efficient in the use of space in
preferred . Folding doors or screens could be nies, such as accommodating ranges at counter schools . Most often lunchrooms must serve
used to separate areas . ends to allow for size changes. other purposes . Time for eating is cut too finely
Furniture and equipment include upholstered A few miscellaneous planning aids should be between academic periods . Great numbers
sofa and chairs ; side tables and coffee table ; provided : must be served in a hurry.
lamps and vases ; sideboard or hutch ; drapes " A minimum of 2 linear feet of counter All the more reason and need then to try
(to be made by class) ; dining room table and space per student (wall cabinet storage is un- harder while planning to carefully consider the
chairs to seat eight ; card table and chairs ; derutilized in the prototype kitchen and can be processes of food preparation and serving, to-
framed pictures (art project) ; roll-away bed ; more minimal) gether with seating areas and traffic flow, to
built-in storage cabinets for magazines and " Tackboard or wall behind sink give the best chance for table manners to sur-
linens ; cleaning supplies ; vacuum cleaner ; elec- " A well-located teacher demonstration vive and a happy shipshape atmosphere to exist
tric drill and attachments for waxing and buff- kitchen counter (an overhead mirror helps too) amid the hubbub .
ing ; samples of home furnishing materials ; " Pull-out bread boards (they save on coun- There are enough ordinary problems to be
dishes ; silver ; table linen ; curtain and drap- ter top wear) solved in planning a dining and kitchen area to
ery fixtures ; full-length mirrors ; home nurs- Spread-out storage for student projects, allow consideration of a unique design ap-
ing equipment ; child-care supplies . Supplies like sewing proach . Like anything that is architecture, it
should be stored near area where they will " Portable ironing boards (these are better grows from those human needs it is serving,
be used . than built-ins) asking : Whom are we going to serve? What are
There should be artificial lighting and " Sewing table unit (for use by four works we going to serve them? How will we go about
switches adapted to house situations ; com- well) it?

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ELEMENTARY AND SECONDARY SCHOOLS

Home Arts ; Food Service

The program is made up of three factors : pa-

trons, menus, and operation . Particularly in this
part of the school, the allocation and arrange-
ment of spaces and the choice of fixtures must
develop for specific reasons in order that the
total design be functional .

Systems for a School Lunch Program

Each system is a kitchen and an arrangement
for the distribution of food .
1 . Conventional kitchen and adjacent
cafeteria.
2 . Kitchen, central to site, with adjacent and
remote serving stations .
3 . Kitchen, central to community, with all
serving stations remote . "Satellite" is another
Fig. 124 term for remote .

The Conventional Kitchen A conventional kitchen

and adjacent cafeteria are illustrated in Fig. 129.
This particular kitchen produces an a la carte

Fig. 126 Home arts, Linton High School, Schenectady, N.Y .

Fig. 125

CORRIDOR
Fig. 127

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ELEMENTARY AND SECONDARY SCHOOLS

Food Service

Fig. 128

Fig. 129 Kitchen and serving

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ELEMENTARY AND SECONDARY SCHOOLS

Food Service

luncheon for approximately 1,100 patrons. Raw apples, and cookies, as does the small unit in
foods enter the building at the rear, diagonally Fig. 131 . Some serve soft drinks. The second or
opposite the dining room . Food processing fol- third counter in some high schools is an "a la
lows a straight flow line from receiving to stor- carte" service of prepared sandwiches, pack-
age to preparation to the counters . aged snacks, and bakery and soda fountain
The serving counter adjacent to a conven- items (see Fig. 132) .
tional kitchen requires little or no cartage of Clean dishes are needed at the serving sta-
bulk food. In Fig. 130 the distance between pre- tion ; the serving station is adjacent to the cafe-
pared food and pickup of trays is but the thick- teria. Soiled trays and dishes from the cafeteria
ness of a wall . Kitchen personnel assemble are usually deposited by student customers at
trays at both sides of this assembly line . There the dishroom . This cycle establishes the loca-
are no conveyor belts. Trays are set up in ad- tion of dishwashing as "adjacent to cafeteria
vance with napkin-wrapped silver . Output of and adjacent to serving," as shown in Figs . 118
the line is two trays at a time . Snack bars when and 119 .
they do exist in schools, usually augment cafe- Large cafeterias utilize conveyor belts be-
teria counter service of a full, hot lunch. Most cause these permit multiple and simultaneous
snack bars serve milk, prepackaged ice cream, deposit of trays. Figure 133 shows a belt bring-
Fig. 130 Kitchen, serving, and dishwashing . ing soiled trays from the student and faculty
dining rooms to join trays from a third dining
room for scraping near the feed end of the
dishwasher. The baffle wall between the con-
veyor and dishroom in Fig. 134 screens that
room's activities and sounds from the dining
area . Ample dish- and tray-scraping table, dis-
poser, and shelf space can be provided whether
or not a conveyor is used .
Flight-type dishwashing machines are com-
monly employed for patronage numbers as
small as 1,000, although conveyor models func-
tidn efficiently for programs of more than 1,000
people . This choice depends upon many fac-
tors, such as the amount of were to be stored
Fig. 131 Snack bar, serving, and dishwashing.

Fig. 132 Cold food kitchen and a la carte counter. Fig. 134 Serving and seating arrangements .

Fig. 133 Kitchen between two cafeterias . Fig. 135 Remote serving station.

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ELEMENTARY AND SECONDARY SCHOOLS

Food Service

and handled in racks, the shape of the room 136 . The plan permits the flow of high school for service in the classroom to kindergarten
available, and the ratio of trays to dishes, etc . student patrons to circulate around this serving tots and first graders . Figure 136 shows it sub-
The dishroom is difficult to ventilate effec- station segment of the building without any stituting for a section of built-in counter .
tively . Provide a steam removal exhaust for turning back or crossing of traffic . Pick-up food
dishwasher, ample fresh air supply and ex- and entrance to the dining area are at the left of
Anatomy of a Kitchen
haust, and keep ceiling high for maximum cubic the plan ; exit and tray deposit are at the right .
feet of air in circulation . Within the segment, dishes are processed in a An efficient kitchen has a straight-through flow
direction toward the serving station . of foods being processed from the raw state to
Kitchen Central to Site Small bulk-food carts can finished and ready to serve .
traverse the corridors or elevators from the Kitchens Central to Community The conventional
kitchen to the remote serving station within a kitchen differs from the central kitchen in that
building . The hot food, cold food, and pastry it does not have to accommodate, wash, ga- Its Departments Their relationship
carts shown at the serving station in Fig . 134 rage, and load bulk-food carts . Kitchens central
Receiving and . . . . Near dock
have been fitted with tongues and hitches . to the community differ from the kitchen cen- trash rooms
They are pulled by electric tractor from the ex- tral to a building because community bulk-food Dry storage . . . . . . Near the receiving and
isting kitchen in the old school building carts and kitchen cart spaces are large, and adjacent to the kitchen
through the new corridors to this location . these carts are invariably transported by motor Refrigerated Near the receiving area
Some remote serving stations have dish- vehicle . Each of those shown in Fig . 137 is storage and adjacent to the
washing facilities . The source of clean dishes strapped into place along with a cart of trays in- kitchen
Pre-preparation Between refrigerated
must be close to the serving station in any plan . side a truck . The truck is fitted with a hydraulic
sinks, tables storage and vegetable
Figure 135 shows a small serving station which tailgate to adjust to the various unloading con- prep
includes a counter garaging bulk foods under ditions at community schools . Thus, an adja- Vegetable Adjacent to the cooking
its top, a back bar with refrigerator and small cent, well-appointed loading-dock facility is im- preparation battery
electric appliances, plus a complete assembly perative . If located in a cold climate, the loading Cooking . . . . . . . . . Adjacent to the cooking
of soiled and clean dish tables with smallest dock can be enclosed . battery
floor-supported dishwasher, a window sill for Compartmented trays used in lieu of dishes Baking . . . . . . . . . . Can be remote, adjacent
soiled tray deposit, a disposer, and a silver- travel in carts to the remote serving station in to the kitchen
soak sink . the community and are returned to the central Pot washing . . . . . . Must be near the
cooking area, the baking
Any remote station also requires some dish- kitchen for dishwashing, as shown in Fig . 137 .
area or both
scraping facility ; it is not practical to trans- This largest of carts keeping bulk, hot, and cold Salad making . . . . . Near refrigerated
port garbage . Note the location of soiled tray food has a serving top . It therefore has many storage, can be remote,
deposit in the remote serving station of Fig . applications as a portable counter, for example adjacent to the kitchen

Fig. 136 Remote serving station .

Fig . 137 Community central kitchen. Fig . 138 Serving.

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ELEMENTARY AND SECONDARY SCHOOLS

Food Service

Serving Counters are arranged separately for direct and quick where he is going . The scramble layout in
access . Fig . 138 incorporates a beverage island at the
When the menu is simple and everyone re-
If the scramble system incorporates parallel center . Two sides of the island are identical .
ceives the same lunch, tray assembly can
units, minimum distance between tray slides The "marketplace" unconnected "sawtooth"
be employed for fast service . When food
is 12 to 13 ft . Duplication of counter sections arrangement of the counters in Fig . 139 allows
choices are offered, the serving counter is
keeps traffic crisscross at a minimum . The the patron to skip certain sections . This layout
needed to stock and display items. The number
scramble system is most successful in schools lends itself to a serving area which is long and
of seats in the cafeteria determines the total
or any situations where people eat regularly . narrow . A wide aisle suffices ; patron traffic
length of serving counter required (refer to
The patron who enters the serving area knows moves quickly .
the Food Service Space Requirement Chart) .
Bottlenecks in student traffic can occur if
counters are not of sufficient size, if there
are too few cashiers, or if there are not simple
seats . As Table 8 illustrates, a counter (35 ft)
is required for every 150 to 200 seats . One to
two cashiers per counter is recommended .
The quantity of seats required is halfway
between one-third and one-half of total patrons
daily . This formula provides for the peak load
in the cafeteria, which will occur during three
seating periods .
It is increasingly necessary, with the advent
of modular scheduling of classes, to provide
for fast pickup of food . For this reason, "scram-
ble" and other configurations should be con-
templated as soon as more than one counter
is required . This need not increase the quantity
of counters . Sections of counters for categories
of foods, such as "beverages" or "cold foods" Fig . 139 Serving and seating arrangement .

TABLE 8 Food Service Space Requirement Chart for School, College, Dining Rooms, Seating and Plan Arrangements
and Commercial Lunch Programs School dining rooms most often double as
study halls and lecture rooms ; they are multi-
Planned purpose and must include functional aspects
enrollment Seats Area designation, sq ft Number of which are incompatible with a dining atmo-
or patrons required Kitchen* Serving counterst sphere (see Fig . 140) .
While bywords like washable, easily main-
400 170 1,500 700 1 tained, movable, durable, and economical do
500 210 1,650 800 and must prevail in selecting furnishings and
600 250 1,800 1,540 2 finishes, the call for character and creativity
700 290 1,950 1,540 must then come on stronger . Color, plan
800 335 2,100 1,920 arrangement, and the whole "feel" of the room
900 375 2,250 1,920 must have a sense of order and sureness, some
predominant theme .
1,000 420 2,400 2,310 3
Commonsense planning can eliminate a lot
1,100 460 2,550 2,310 of irritations . A partition between the dining
1,200 500 2,700 2,690 and serving area can screen off the clutter,
1,300 540 2,850 2,690 noise, and distractions of the serving lines .
1,400 585 3,000 2,690 The utility aspects of cashier stands, silver
1,500 625 3,150 3,080 4 and condiment stands, and water stations can
1,600 670 3,300 3,080 be less obstrusively located and "camouflaged"
1,700 710 3,450 3,460 in the room decor . Look at the more attractive
commercial cafeterias, their subduing of the
1,800 750 3,600 3,460
"working parts," and the pleasant, sometimes
1,900 790 3,750 3,460 striking, overall look designed with similar
2,000 835 3,900 3,850 5 criteria . They avoid "namby pamby" colors,
2,100 875 4,050 3,850 too many materials, and disorder ; instead,
2,200 920 4,200 4,230 they have an organized theme of color, form,
2,300 960 4,350 4,230 and materials, and acoustical materials too,
2,400 1,000 4,500 4,620 6 for noise is a prime chaos contributor .
undivided, are
2,500 1,040 4,650 4,620 "Mess-hall"-size spaces,
unnecessary, as a screen or partition can cut
2,600 1,085 4,800 5,000
down simply on the vastness end accumulation
2,700 1,125 4,950 5,000 of noise and visual business . Carpeting with
2,800 1,170 5,100 5,000 color, texture, and : whole environmental con-
2,900 1,210 5,250 5,390 7 trol and order of its own and which is virtually
3,000 1,250 5,400 5,390 stainproof can be used now to further minimize
3,100 1,290 5,550 5,770 noise. Or, if the room has to serve for gym or
3,200 1,335 5,700 5,770 coke dances, all kinds and colors of resilient
3,300 1,375 5,850 5,770 flooring materials are available .
While air conditioning and new efficient
3,400 1,420 6,000 6,160 8
lighting have made windows functionally
3,500 1,460 6,150 6,160 unnecessary, still a "room with a view" is
3,600 1,500 6,300 6,540 worth looking into, or out of, and an outward
visual release can generate calm with the
* Kitchen space :
apparent increase of sensed space. An outlook-
150-650 students = 3 and 4 sq ft per student
ing view would be all the more appropriate if
650-2,000 students = 2 and 2'G sq ft per student
2,000-6,000 students = 1 1/2 and 1 34 sq ft per student the school's instructional areas are primarily
windowless . Good ventilation is another criti-
t Counter = 35 to 40 linear feet of serving equipment .

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ELEMENTARY AND SECONDARY SCHOOLS

Food Service ; Physical Education : Gymnasiums

Fig . 140 Seating arrangement.

cal item . Food odors are best controlled by Making up the right kind of environment are opening to allow the total space for exhibition
bringing air into the dining room and exhaust- the factors diagrammed below . Places to play game use, with bleachers folding out and down
ing it through the kitchen at 30 air changes well in should be well designed in all ways, from the balcony gyms, and the whole volume
per hour minimum . In the kitchen itself, 30 to more than super-space boxes . The gymnasium, given better scale and character inside and out
60 air changes are desirable . the whole physical education unit, is most with beams and undulating angular roof/ceiling
Space and how it's used, though, is the key . always a place for other performance use, and treatment.
A good guide is to allow 12 to 15 sq ft per so its internal planning relationships must Table 9 gives recommended dimensions for
seat in planning the dining space. Smaller serve its everyday use, but its public use sets various gymnasium sizes .
tables will use more space, but will encourage other demands for its relation in the total plan . The basic relationship of elements and plan-
more quiet conversation . The small table for Its great volume begs other considerations ning fundamentals for a gymnasium are shown
four persons, which makes most of floor space for separate, special ventilating systems, in Figs . 143 to 147 . In the typical school the
and yields the most elbow space when standard structural systems, and related massing con- staff for boys and girls have a working relation-
trays are placed on its top is 30 X 48 in. cerns of its exterior (see Fig . 141) . ship to each other and a responsibility for
Four standard 14 X 18 in . trays will not fit instructional supervision to both the gymnasi-
on a 36 in . sq table . Mixing round tables with um and locker spaces, as well as a preferred,
rectangular ones relieves the monotony of the as-direct-as-possible relationship to the total
repetitious, institutional look . Manufacturers school, or corridor entry . The staff offices are,
provide tables which are 29 in . and 24 in . high in effect, control centers . The locker rooms
for the younger children . All kinds of table and should be so located and planned to allow
seating types-folding, jackknifing, folding direct access to the outdoor playfields as well
into walls, stacking-allow for countless as to the gym .
arrangements and flexibility . Expansion potential should always be con-
To review briefly, in planning for food ser- sidered, and the physical education parts
vice, the simple objectives are getting the food should not be "locked" into other plan ele-
to the student, getting the students to the food, ments . As enrollment increases, oft-times
and providing an enjoyable dining atmosphere . added practice gyms or auxiliary spaces like
wrestling rooms, a pool, or more locker space
may be needed .
The gymnasium itself develops from many
PHYSICAL EDUCATION functional and prescribed requirements as are
noted on Fig . 143 .
Gymnasiums Figure 148 illustrates a field house complex,
In this keep-fit, diet-craze, body-bent, sports- with large balcony gyms (above the locker
minded age, physical education programs Fig . 141 areas) flanking the main exhibition gym . Spec-
have gained a new focus, and top-notch facili- tator seating is accommodated by folding/roll-
ties are getting built, from multipurpose 40 X The gymnasium complex in Fig . 142 shows ing bleachers at both levels. Those at the main
60 ft rooms in the elementary grades to multi- several relative points : direct relation to floor level can be folded back against the locker
gyms and specialty spaces in the large high parking and playfields, public lobby space room wall to allow more usable space in the
schools . The basketball court is the common and rest rooms, double-decking of locker main gym and those on the balcony can be
denominator of the gymnasium plan, over- facilities and auxiliary, or balcony, gym space rolled and folded back, or could be detailed to
lapped by other court layouts and enlarged equating to the height of the main gym, "boys" fold up to form a wall between the balcony and
for other uses including spectator seating . and "girls" gyms divided by a folding partition main gym spaces .

TABLE 9 Recommended Dimensions in feet for Gymnasiums

School W L WI* L I* Seats

Small elementary 36 52
Large elementary 52 72
Junior high school* 65 86 42 74 400
Small senior high schoolt 79 96 50 84 700
Large senior high schoolt 100 104 50 84 1,500

* W, and L, are dimensions of basketball court.

t Use folding partition.

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 Educational
ELEMENTARY AND SECONDARY SCHOOLS
Physical Education : Gymnasiums

Fig . 142 Physical education unit, Newark High School, Newark, Ohio.

A . ACCESS FROM LOCKER ROOMS

B . 5' MIN . DIMENSIONS RECOMMENDED-FACE OF BLEACHER
OR WALL FROM END OR SIDE LINE OF COURT .
C . FOLDING BLEACHERS EXTENDED . VARIES DEPENDING ON
REQUIREMENTS . FOR BEST SPECTATOR VIEW, RESTRICT
BLEACHER LENGTH TO FACE-TO-FACE DIMENSION OF
BACKBOARDS .
D . 6' MIN . -10' RECOMMENDED .
E . SCORE RS' TABLE-MAY BE LOCATED IN BLEACHERS .
PROVIDE ELECTRICAL OUTLETS, MICROPHONE JACK, AND
SCOREBOARD CONTROLS .
F . COURT SIZE : JR . HIGH-42' X 74', HIGH SCHOOL-50' X 84' .
SOME HIGH SCHOOLS USE COLLEGE SIZE COURT, 50'X 94',
FOR VARSITY TOURNAMENT COURT .
G . HIGH SCHOOL BACKBOARD, GLASS OR METAL, 54" FAN-
SHAPED (PER 1969-1970 N .F .S .H .S .A .A . RULES) KEEP WALLS
BEHIND BACKBOARDS FREE OF DOORS AND OBSTRUCTIONS .
H . EGRESS TO PLAYING FIELDS .
I . 10'-RECOMMENDED CLEARANCE FOR TOURNAMENT
COURT .
J . ACCESS FOR SPECTATORS . LOCATE TO MIN . TRAFFIC ON GYM
FLOOR . (POSSIBLE USE OF CARPET RUNNERS .)
K . PRACTICE COURTS. MAY BE SHORTER AND MORE NARROW
THAN STANDARD COURT .
L . STRUCTURE HUNG WD . FOLD . PART . HORIZONTAL PULL OR
VERTICAL ROLL NET CURTAIN WITH CANVAS BOTTOM
VISUAL BARRIER MAYBE USED .
M . SPAN-ACROSS SEATS (UP TO 6'I TO ACCOMMODATE FOLD .
PART . OPENING .

Fig . 143 Divided gym, seating one side . (Two teaching stations .)

21 9
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ELEMENTARY AND SECONDARY SCHOOLS

Physical Education: Gymnasiums

TOURNAMENT COURT : 50' X 84' (50' X 94' POSSIBLEI

TWO CROSS PRACTICE COURTS : 50'X 84' WITH MINIMUM
END COURT CLEARANCE.
FOLDING BLEACHERS. FOLD . PART . SIDE : 2-16', 2-20',
SEC. WITH 6' SPAN ACROSS SEATS AT PART . PACKET .
11 ROWS - 616 SEATS. OPPOSITE SIDE : 2-8', 4-16' SEC .
11 ROWS-660 SEATS.
CAPACITY : 1,276 SEATS AT 16".

Fig. 144 Divided gym, seating two sides . (Two teaching stations .)
TOURNAMENT COURT. 50' X94'
TWO CROSS PRACTICE COURTS: 50' X 84'
FOLDING BLEACHERS. GYM FLOOR-RECESSED : 4-14', 2-16' SEC.,
14 ROWS - 846 SEATS. BALCONY REVERSE FOLD : 4-14', 2-16' SEC .
15 ROWS = 960 SEATS.
CAPACITY . 1,846 SEATS AT 16".
GYM FLOOR: 94' X 120' .
(a)
PLASTIC "SKY DOMES" PROVIDE EXCELLENT NONGLARE GYM LIGHTING . AREA OF
THE "SKY DOMES" SHOULD EQUAL 4-6% OF THE GYM FLOOR . POWER GROOVE
FLUORESCENT LAMPED LIGHT FIXTURES, GROUPED ADJUSTABLE TO OR AROUND
THE "SKY DOMES" PROVIDES A GOOD CLEAN LOOKING ELECTRICAL ILLUMINATION
INSTALLATION .

DELAYED ACTION REVERSE FOLD . BLEACHERS USED ON A BALCONY TEACHING

STATION, PROVIDES NO7 ONLY INCREASED SEATING CAPACITY, BUT IN THE
TOURNAMENT COURT: 50' X84' WITH MINIMUM END AND SIDE RETRACTED POSITION, CREATES A PHYSICAL AND VISUAL BARRIER BETWEEN
CLEARANCE THE BALCONY AND THE MAIN GYM FLOOR. WHEN PLANNING THE USE OF FOLDING
TWO CROSS PRACTICE COURTS : 50' X 84' WITH MINIMUM END
CLEARANCE BLEACHERS AS SHOWN ABOVE, CONSULT WITH THE BLEACHER MANUFACTURERS
FOLDING BLEACHERS: FOLD . PART . SIDE : 2-16', 2-20' SEC. FOR CORRECT DIMENSIONS, CLEARANCES, MAXIMUM RECOMMENDED ROWS,
WITH 6' SPAN ACROSS-11 ROWS - 616 SEATS. OPPOSITE SIDE : OPERATION AND SEAT RISE, FOR OPTIMUM SIGHT LINES.
4 16', 2-8' SEC., 11 ROWS - 660 SEATS. ENDS : 3-16' SEC. (b)
EACH, 9 ROWS = 648 SEATS. CAPACITY : 1,924 SEATS AT 16" .
Fig. 146 (a) Divided gym with (b) balcony auxiliary gym, seating one side .
Fig . 145 Divided gym, seating four sides. (Two teaching stations.) (Four teaching stations .)

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