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DOCUMENT RESUME

ED 106 903 EA 007 048

TITLE Visual Arts,racilities (Grades 6-1'3).INSTITUTION Ontario Dept. of Education, Toronto.°

' PUB DATE 75 ,

NOTE 34p.; Photographs may reproduce pciorlyAVAILABLE. FROM Publications Centre, Ministry, of ,Government Services,

Macdonald Block,'Queenis Park, Toronto, Ontario M7A1N8 (Canada) ($300;' Payment must accompany,order;,Make 'checks payable to Treasurer offOntario)

`EDRS PRICE MF-$0.76 RC Not Available from EDRS. PLUS POSTAdE

DESCRIPTORS , Building Design; *Design Reeds;.Equipment Storage;*Facility Guidelines; *Facility Planning; *FacilityRequirements; Secondary Education; *Visual Arts

/IDENTIFIERS Canada a

.

ABSTRACT ., ,

In the introduction or expansion of art facilities in'individual schools, there is a general movementaway from the single,multApUrpose art room concept. More donsideration is being given to`the' va4e'ty of functions that the area must accommodate, adequate.working space, 'separate storage areas, and Vora display facilities.This booklet contains general concepts andAnfoimation.useful in the/planning of visual arts facilities. In keeping with recent .

developments and the varying circumstances of individual schools, itpresents a variety of plan suggestions.(Author/MLF)

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U S DEPARTMENT OF HEALTH,EDUCATION &WELICARENATIONAL INST1TU)E OF

EDUCATIONIRIS 0UwME NT HAS BEEN REPROOuALD CkAlTFY AS RIC EMC FROMTHt PERSON uR ORuAN,ZATAON ORIGINAINu IT POINT s OF vIEW OR OPINIONSSTAtE0 DO NO NECESSARILY REPREPENT (0-$- ,k,IAL NATIONAL. INSTITUTE OFEDUCATION POSITION OR POLICY

PERMISSION TO REPRODUCE THISMATRiAt BY MICRO,

F HE ONEY B E GRANTED r

gfe4.274:17._RC AND OkuATHifiTHAZ OPE

uNDE k AuREEMENTS WitH1HE NATiOAAL INSTITUTE OF EDUCATIONFURTHER REPRODUCTION puTSIDETHL ERIC SYSTEM REQUIRES FERMISSION OF THE OWNER

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Visual ArtsFacilities'(Grades 6.-13)1975

Table of Contents

4

I

Introduction.

Location 5

Size and rel'aiionshiP of areas .8

10

10'Layout

--

Activities -Two-Dimensional Activities 10

15

19

. r

Three,Dimensional Activities

Visual Study of Art and Media,

Display Facilities 20.

Storage Facilities

Services

Finishes

Flexibility

Environmental Conditions_,

Safety

Conceptual Layouts

Bibliography--e

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Inttoduction 1

It has been said that me a. .;ful learningstimulates atlittides of change and flexibility.This is perhaps more tree of a creative field,such as the visual arts, than of most othersubject areas. Along with this internal stimu- .

lus, two external factors have acceleratedthe rate of change in visual arts programs inrecent yearspnd, as a consequence, in therequirements for visual arts facilities.

The first of these factors was the introductionof a credit system in Ontario secondaryschools. Under the former "ReorganizedProgram" system, visual arts appeared in twomain forms. The more general and widespread'form was usually refeiTed to as "Optipn Art"ancArps taught as a balanced studio expe-rience and art history course. Usually only asmall percentage of the school's studentswere involved, and, as with other optionsubjects, they seemed a rather select group.A number of schools,'for various reasons, didnot offer visual arts at all. In the larger urbancentres a very few schools operated VocationalArt programs. Some of the Vocational Artand many of the Option Art' programs werefacilitated by single, multi-purpose art rooms.

The increase in options under the creditsystem has greatly accelerated the expansionof visual arts programs. More schools areoffering visual arts, anti-many:existing pro-

' grams(are expanding in tei-ms of staff andwork area. There is a perceptible tendency.towards varied courses that an be adapted \-=to student groups and towards flexible ,facilities that can accommodate a variety ofactivities, rather than standardized facilities.In some schools the lines between VocationalArt and Fine Art (or Option Art) are no longerdistinct.

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\The seqopd major factor contributing tochange was the introduction of larger units ofadminIstration county, and district schoolboards. Creation of these boards has contri-buted considerably toihe consolidation andco-ordinatibn of.plants on a more widespreadbasis, and to the expansion of schools at theIntermediate level. Integrated in the design ofmostschools are specialized areas for visualarts.

In the introduction or expansion of art facilitif;in individual schools, there issa general -movement away from the single, multi-purposeart-room concept. More consideration is beinggiven,to the variety of functions that thareamust accommodate, adequate working space,separate storage areas, andmore displayfacilities. Some schools have created newfacilities by remodelling former shops or out-moded cafeterias. Many of these ventureshave been successful in terms of total spaceconcept and Studio-Shop atmosphere.

In cases where the school progranincludesTechnologicarStudies, certain activities ofvisual arts can,be related to the Communica-tion Arts cluster. .

This booklet contains general concepts andinformation useful in the planning ofvisual arts facilities. In keeping with recentdevelopments and the yaryingcircumstancetof individUal schools, it presents a variety,ofplan suggestions.

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r=11=119Location .

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The location of the visual arts facility Will?depend on the type of sthoolplan.ned.A ground-floor location is desirable for the

A fdlowing reasons:. ..-

,..

t .a) access to the outdooFs;

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110

Outdobr'Working INArea

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or

b). easy delivery of materials and-sdpplies;.

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H the visual arts facilities canal:Abe located on.,, Ate ground floor, they shot:Id have direct f;

accets to the main transportation route.r

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c). access to exhibition areas;. +a.

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If possible, visual arts rooms stiould have an' abundance of natural light. A northern expo-

. sure is preferable.

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Noise may also be an important facto r indetermining the location of visual arts facilities.Liveiy, noisy areas, such as a dramatic arts ,area, workshops, and gymnasiums, would'bebest situated 'adjacent to the visual'arts areathan to quiet learning areas.

o \.Quiet Teas

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Unit for AdultI Activities

.1/Visual Arts Complex

8

The pqsSibIlity of co-ordiriating some visualarts activities with technological studiesareas may make it desirable to 'group these'

oA/.

Separate,.(Entrance& Delivery

,areas together. Such a complex could act) as a locus" 'or adult activities when the rest

of the school is closed.

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Size and relationship of areas

Regular classrooms are inadequate for visualarts activities. Special facilities should be

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designed to accommodate the nature of theseactivities and the equipment to be used.

OutdctorWorkingArea Area

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To Other School Facilities7 .0,

The size Of the facilities allocated to visualarts activities in a school will be affected bystudent enrolment and the type of visual artsprogram offered. Special attention shouldbe given to garage; there must be sufficientstorage for supplieb, equipment, and students',

work. Also needed is a teachers' work area,where teachers may plan classes,;evaluatestudents' work, and assemble displays. Thisarea should be adjacent, but separate from,the other visual arts areas.

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Tea,:her's WorkroomValley ParkJunior HighEast York, Ont.

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A small part of the visual arts complex 'should When visual arts facilities are located on thebecome a study or reference area, With.book- ground floor, an outdoor work area, paved andshelves, resource materials,.and some easy covemd and directly connected with thechairs. indoor arts area, could be available for sketch-

, ing, sculpture, photogaphyfand so forth.

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A square-sliaped'area has particular advan-tages for visual arts activities: it makes trafficeasier, storagesPace more.accessible, andsupervision more efficient. NI,here necessary,special-activity areas can be separated fromother areas by means of screens, displays.

Activities

There are three general groups,of visual artsactivities:

Drawing & PaintingGraphicsPrint Making 6Film

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and storage units. Otherwise., open planningis desirable: spacesshouldte related to oneanother, rather than isolated in a formalarrangement, such as in a row of adjacentrooms. r

.1. two-dimensional activities;

2., three-dimensional activities;

. 3. visual study of art and media.

Modelling, Pottery,Sculpting, Work witWood:Paper, Plaste ,

Soft Metal etc.

174nars, Group Projectsin Historical &Aesthetic Aspects afArt & Related Arts& Visual Art Exhibits °

, Two-Diniedsional Activities .

.Two-dimensienal.abtivities include drawing,:painting, print-making, graphicG, and otherforms of two-dimensional design, includingcertairtcraftstnd film.

9

Two-DimensionalActivities .a

Three - Dimensional- Activities

I la

Requireiments for drawing and painting

space for free arrangement of furniture and tables and chairs, easels and donkeys;- .

equipment; .

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facilities for storingokterials,equipment,anlkwoik;+

facilities for display of work and forreference material.;

. . .coptrollec) natural and.artificial lighting;

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hot and cold water ar'i electrical outlets;

in large visual arts thjpitrtments of secon-dary schools, changing room for models;

1easy access to the outdoors.

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The visual arts area should be flexible enoughto accommodate small group projects andindividual study as well as large gr-ups or anentire class, especially for audio-visualpresentations. Furniture that can be foldedor stacked is most suitable. As sunlight isdamaging to art supplies, and wall space is

/'.

Print MakingCentral Technical SchoolToronto, Ont: .

needed for shelving, a windowless area shouldbe available for storage. Special facilitiesare required for storing easels, wet materials,and unfinished work. Sinks with hot and coldwater (mixing taps), chalk-boards, and projec-tion screens should also be prgvided. Windowsshould be equipped with black=out blinds.

Graphics_acti !ties include

photography;

photo-copying;

f "etching and lithography;

-= intaglio and planographic printing in othermaterials;

silkscreening.V

Requirements for the graphics area

a firm working surface, preferably largesturdy tables;

Q.stools;

a sink, large and acid-proof; .

a large table for printing fabrics: 3'6" x 7'0"(106.7 x 211.4 cm) is an ideal size;

facilities for drling prints;

cupboard and drawer space;

good lighting and plenty of elbow room;

a dark - room..

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Dark-doom'CentratTechnicalSchoolToronto, Ont.

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The dark-room should include facilities.andequipment for processing films and prints andstorage space for photo materials and sup-

Requirements

a sink;

film and print-processing trays;

a drying area;

-- an enlarger,.

a photo prjnter;

a papercutter.

plies. A warning light should be installed at theentrance to indicate that the room is in use.

If possible:a display area for photographsshould be provided in the vicinity. (If graphicsactivitiet are already inctudedin the Tech- .nological Studies program; thelgraphics areawill not be the part of thewisual arts complex.)

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Modelling in clay.PotteryCentral Technical SchoolToronto, Ont.

Pottery WheelWhiteoak High SchoolOakville, Ont.

1

Th4area.designed for three-dimensionalactivities should beenclosed if possible, butprovision should be made to allow easy super-vision from adjoing areas. The work per-formed in this area will involve such activitiesas:.

7 pottery;

modelling in clay, pla,ster, papier-

- constriction and carving in woodglass, metal, textile fibres, etc.

ache;

plastics,

Requirements for workwith clay and plaster

bins or movablecontainefs (rustproof and benches;.14e

leakproof) for storing bulk materials;shelves;

a wedging bench; -a sink;

two large, deep sinks separated from each -gas or electric points;other and equipped with mixing,taps;

a

jRequirements for dedorating aficl gla zing

StorageCentral Technical SchoolToronto, Ont.

Pottery WheelCentral Technical SchoolToronto, Ont.

plaster bats and other miscellaneOus clip6oards.

heavy tables drsbenches with workingsurfaces resistant to solvent and scuffing;

pottery wheels (a minimum of two);

moulds for piaster;

tools and-implements;

an airtight damp cupboard with adjustalle,.rust-proof wire-mesh shelving or metal trayslined with plaster of Paris. ,-

Some tables and some floor areas should havefire- resistant finishes.

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KilnDelta High SchoolHamilton, Ont.

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Requirements for firingone 220:volt kiln with firing chamber ofabout 1,000 cubic inches, thermostaticcontrol and exhaust fan;

some shelving. '12

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StorageO. W. JefferysSecondar' School

. North York, Ont.11c.

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Requirements for other three dimensiNalactivities:

, wood-working table with vises;

a portable metal enamelling kiln (110 volts);

a portable drillpress and jig saw;

multi - purpose workshop tools.

The floor in the three-dimensional work areashould have a hard and durable surface andshould be equipped with a drain 'and claytrap. As a safety_precaution, all electrical unitshould have a conspicuous pilot light. Someprovision should be made in this area for thedisplay of completed work:

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Stqring the toolsDelta High SchoolHamilton. Ont.

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Audio-Visual EquipmentC. W. Jefferys*Secondary SchoolNorth York, Ont.

Visual Study of Art and Media

Visual study comprises serniniis and groupprojects in the historical and aesthetic aspectsof art, study of original works of art and relatedarts, visual aids, and exhibits.

Requirements

Some of the audio-visbal equipment neededfor any study in the visual arts includes:

pr9jection screens;.

overhead projectors;

slide viewers;

chalkboard's;

.blackout facilities.'

Other equipment such as motion-pictureprojectors, tape recorders, record players,and teievision receivers can bethared withthe rest of the schoot.

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4111ONDisplay Facilities

Display facilities for students' work should beprovided in the visual arts complex andthroughout the entire school,

Some walls should be designed as displaysurfaces and covered with sheet cork or vinyl.This kind of finish is attractive yet suitable fora wide varioty.of fastening devices. Shelvingof varying widths should be provided andshould be adjustable for use in various posi-tions (Oorizontal, sloping, etc.).Screens and panels may be fixed along thewalls or used as independent surfa'Oes.

4

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The ceiling can also be used for certain kindsof display (e.g. hanging objects). Mobile unitsmay be used not only for storing and drying

'art work, but also for displaying it.

Display cases with glass shelves And con-cealed lighting are particularly suitable. TheyAre used to full advantage, when they areplaced in an open area (e.g., between thevisual arts area and the corridor), where theymay be viewed from all sides. The potential ofthe school lobby for display purposes should

Enot be overlooked.

20

,Storage Facilities .6

Storage Facilities3.

The equipment and materials used in vi (ualarts require specific storage facilities.

1

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Three types of facilities are needed:

an area for storing bulk supplies ofmaterials and equipment;

an arealor storing materials and equipmentIn current use;

an area for storing students' work (includingwork in progren and completed work).

Bulk Suppliesof Material

& Equipment

4

2

Materials& Equipment

in UseMSome table-height units should be plannedin such a way that they can be wheeled ascomplete work units into any part of the artroom. They may be stored singly against.wallsin the same way asermanenf cabinets, orgrouped more closely to increase floor space.The lower movable storage units should beWailed on casters that lock, so they can bestored under the tables, All shelves in storageareas should be adjustable. Some shelvesshould be designed for storing a large quantityof small articles neatly and conveniently,sothat they may be easily available to students.

As a rule, all counters and tables should havestorage space beneath them. The tops ofcounters or cabinets used as work areasshould have appropriate finishes. In planningstorage facilities for students' work, it is im-portant to remember that some of the work inprogress may be wet when stored. T refore,the area for storing such work must suitably

;tdesigned, to ensure that dampness will notquit or warp shelves,tables, or counters. Also,thisarea must be well ventilated to facilitatedrying. Aluminum or plastic frays.that slideinto grooved racks are recommended. Openracks at the top of shelves or cabinets-areuseful for storing obiects of varying heights.Provision should also be made fdr storing.vertically or horizontally paintings of varioussizes. Some locked storage.0 nits may be '',Z0required for tools or expensive materials.The storage area for students' portfolios,should be equipped with adjustable vertical orhorizontal shelves and located close to theentrance door of the visual arts room.

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Storage AreaC. W. JefterysSecondary SchoolNorth York, Ont.

Storage AreaC. W. JeffeiysSecondary SchoolNorth Yo. K, Ont.

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Services

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Electrical.

Outlets for 110-volt service should be in suffi-cient quantity and well distributed. Theyshould not ,.iterfere with display surfaces.Some duplex outlets, located about 40inches (101.6 cm) above Wm( level, areneeded for electrical equipment. A few water-tight 110-volt outlet boxes may be installedat floor level in the central area of the room sothat equipment may be used.wiihout danger-.ous extension cords. Kilns should be onseparate, circuits, controlled by individuallylocked switches or from a central switch panelwith pilot light, equipped with a door that canbe locked.

Water

, Both hot and cold running water are neededfor all art work and for general clean-up. Acid-resistant sinks equipped with mixing spoutsshould be provided so that seJeral studentsmay use them'at the same time. They should

.be well distributed in the art area and easilyaccessible to avoid unnecessary congestion.Placing sinks in different parts of the roornallows groups of students to work inde-pendently. Sinks.that projeCt into the roomat right angles to the wall permit students towork on two or three sides. Where the pro-gramincludes clay work, the sinks should beequipped with clay traps."

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.Display AreaValley ParkJunior High*East York, Qnt.

24

Finishes

Flooring .The floor should be easy to clean and of awarm-hued colbur with a low reflection factor.

. It should be resistant to all materials used inart activities. A cement floor, properly finished,can be very useful in secondary schools. Insome areas carpeting can be used, especiallyin classrooms for children of the lower grades,who like tomork on the floor.

Walls

Wall surfaces will be used mostly as displayareas a:ncistiould be designed with this func-tion in nfind. Because awidevariety of ,activities will take placen one large area,wallsthould be acoustically treated. Suchmaterials as sheet cork and vinyl are suitablefor display and, at the same time, absorbsound.

1.

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Flexibility

Ceiling

yhe ceiling should be treated to reflect lightand absorb sound. Acoustic tiles or panelsare recommended. Possible use of the ceilingas a display area should be considered.

pc

:Colour,

tittje'selection of decorating colours for.visualart-facilities should tie based on two criteria:aesthetics and illumination. Colours shouldfunction as a background for exhibits andshould also reflect light. Soft, neutral coloursof medium strength are most appropriate.

To ensure greater flgibility, provision shouldbe made for easy and economic rearrange-ment of the art robm. Equipment should beeasy to move an#should allow quick and con-venient relocatjon to meet the requirements ofchanging leaMing situations. Folding parti-

/

24

tions may be useful when temporaryenclosures are needed. Chalkboards andblackboards may be movable and become'space dividers. Storage units that are not fixedcan contribute to the flexible arrangement ofwork areas. .

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SkylightC. W. Jeff esSec. SchoolNorth York, Ont.

Environmental Conditions

- e

-Lighting

General illumination should be planned inas

artificial lighting, is used, it should besuch a way as to avoid sharp contrast of light las Close as possible to natural light. Fluores-and shade. Lighting that approximates day-. 1" cent lighting with warm white tubes andlight will facilitate accuracy in colour work; diffusers are the most s-tisfactory. Lightlight from conventional Classroom windows should ke evenly distributed and all sourcesis not always adequateSkylights offer the of glare should be avoided. Addificnal light isbest solution and.also.allow more wall space necessary far lighting special equipment.for storage and display, but for many reasons Blinds and shades in the windows are of greatit is seldom possible to construct them. importance if tile exposure is other than

northern.

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Ventilation

Sufficient ventilation is of great importance;eight to ten air changes per hour are desirable.

. Temperature

It is desirable-that the temperature ih the .facility be maintained at about 75 (24"Cjirrsummer and 72'F(22°Cyin winter.

Safety

Humidity .

A relative humidity of 45 to 50 'per cent insummer and about 30 per cent in winter isdesirable.

Acoustics

Open planning.and the possibility of inter-ference between activities carried on in thesanie areamake acoustical treatment of wallsand ceiling necessary.

The kindf equipinent and materials used invisual arts necessitates great caution withregard to fire hazards.

Metal containers should be provided forstoringjubes and cans of paint, paint thiriner,and cleaning fluids. Cleaning rags are a primefire risk and should be placed in fire-proofcontainers and kept separate from wastepaper. Paper and scraps should be stored inspecial drawers and bins.

All electrical units should show a pilot light .when in use. The master electrical control'should be cut off when not in use.

Partitions around kilns or other equipment ofthis type should be insulated with an asbestoscovering.

Where indicated by the activity, fkishes ofcounters, tables, and floor areas should befire-resistant.

Fire extinguishers should be provided forthis area:

25

te,Conceptual Layouts

A

Visual Arti Facilitiesfor Small School.

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Storage Racksstable'Shelves

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Viso! Arts Facilities forMedium-size Secondary Schoolor Intermediate School

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Pottery Wheels

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Painting &Drawing Studio

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Visual Arts Facilities forMedium-size Secondary Schoolor Intermediate School

{..njGraphics andOther-Activities

DelPSinall

0 5 10

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Double Visual Arts Facilities for IntermediateSchools or for Smaller Secondary Schools

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Visual Arts Department for LargeSecondary School

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co nterStorage

Counter Storage& Work Surface

Exhaust R

pl< Counter

Delivery

rr" Wood & Metal Crafts

Overalls

orage

*The_ inclusion ofwashroom facilities inthe Visual Arts complexshould be consideredfor new buildings only.

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Chalkboard& Proj.Screen CI Si

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34

Department oEducatiorvand Sciehce,Secondary School DE-sign (England).Building Bulletin 34: Designing for Art andCrafts.London: Her Majesty's Stationery Office, 1967.

Gaitskell, Charles D., and Hurwitz, ALChildren and Their Art: Methods for theElementary Schools.2nd ed. New York: Harcourt, Brace andWorld, 1970.

Kick, J. et al. K-6: The Art Studio.Schodirts, vol. 73, no. 1 (Sept 1973)pp. 35-37.

Metropolitan'kpronto School Board.The Metropolitan Toronto School BoardStudy of Educational Facilities, SEF ReportE2: Educational Specifications pry] User

.Requirement for Secondary Schools.Toronto: Ryerson Press*, 1969.

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Metropolitan Toronto School Board.The Metropolitan Toronto School BoardStudy of Educational Facilities, SEF ReportE3: Educational Specifications and UserRequirement for Secondary Schools.Toronto: Ryerson Press', 1970.

Ontario Department of Education, CurriculumDivision.Art Education During Adolescence.Toronto: Ryerson Press', 1954.

State Education. Department.Planning the Art Room.New York: University of the State of NewYork, 1965.

Books originally published by Ryerson Pressare now available from McGraw-Hill RyersonLimited, 330 Progress Avenue, Scarborough,Ontario.

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