First increment is a well-reasoned piece of urban design. (Author)

Three experienced institutional architects answer six key questions about their client relationships. (Author)

Discusses an architect's assessment of the needs for planning moveable facilities attuned to any curriculum in any coming year. (GR)

Realizing that instructional materials center development in older buildings almost always involves remodeling, the authors discuss principles of building redesign. Experiences in remodeling Madison, Wisconsin, elementary schools are included. (CC)

Describes the planning, including learning centers and a media library, for Bryant Woods Elementary School. Includes building data. (CC)

Presented as part of the summer 1969 advanced seminar on Aesthetics in Education held at the Boston University School of Education. (EJS)

The nature of design problems presented to students and the balance of concerns represented are essential elements of curriculum strategy. Education should build, not just transmit, knowledge, organizing information about the built environment, its natural ecologies, acts of inhabitation within it, and the opportunities for thoughtful speculation…

In architectural education the critical educational issue is how to overcome the student's internal struggle between the divergent pulls of "pure" design and applied technology. Examples of two successful approaches--including design in lecture courses and installing computer terminals in studio--are provided. (MLW)

A comparative study was undertaken at the School of Architecture, University of British Columbia, to explore the effective teaching and integration of energy principles in design. Two methods were examined: the structure of a design studio, and a change in the emphasis of a theory course. (MLW)

Traces the history of public music performances in colonial New England, with emphasis on the development of theaters and concert halls. Drawings of several of these buildings are included. (SJL)

The effects of different types of participation in planning dormitory environments was surveyed using sample populations of students at Cornell University. It was concluded that users want to participate in decisions concerning environments important to them. Participants, it was concluded, want also to work with experts. (RE)