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SCHOOL BUILDING PLANNING SERIES

A GUIDE FOR PLANNING

SPECIALIZED DEPARTMENTS

FOR HIGH SCHOOLS IN IOWA

INDUS1'/l/Jl JB1'S

Engineering Extension

Iowa State College

Ames, Iowa

Bulletin 127-3

PREFACE

One of the maJor tasks of local boards of ed­ucation 1s that of proV1dmg adequate housing for raptdly mcreasmg school enrollments. Those re­sponsible for school planmng must be informed on trends in education and their implications for the future, and must use all help available in securing the most efficient plant in the light of community needs.

The American Associat10n of School Admtni­strators in their 27th year-book suggest the following:

Curriculwn Adequacy - Does the building provide the space and facihtles for the educahonal program needed by the chtldren, youth, and adults of the community?

Safety and Well-being - Does the building provtde a positive mfluence for improvmg the health and physical welfare of the pup1ls?

Interfunctional Coordination - Is the building so planned that the activity in each part may be coordinated harmomously with related ach vi ties, w1thout disturbing other activtties of the school program?

Effictency and Utility - Is the bulldmg so planned that the handlmg of materials and the pass­mg of pupHs, school staff, and the pubhc are ac­complished v•ith a mintmwn of interference and a maximwn of ease and satisfaction to all concerned?

Beauty - Is the building pleasing in appear­ance with simplicity and usefulness as the major objective?

Adaptabtlity - Is the building so planned that it can be enlarged or rearranged internally to meet new educational demands at a minimwn cost?

Economy - Is the building so planned that m ongmal outlay and future operation the utmost m

educational utility can be secured for every dollar spent?

The local board of education 1s the baste pohcy making body for planning and promoting educational programs and buildmgs. The super­tntendent, as a tramed educator, lS the chtef ex­ecutlVe offlcer for the board, and ass1sts by pre­paring recommendat10ns based on careful re­search. The teachers, as the personnel closest to the puptls, can prov1de valuable recommenda­tions based on training and expenence. The architect, using the ideas of the board, superm­tendent, and teachers, provtdes the profess1onal plannmg whtch results m a satisfactory and eco­nomical bmlding.

This senes of guides is the result of nwner­ous mquines regarding both educational and technical planning which have come to Iowa State College. Educational and architectural specialists have helped m the preparat10n of each pubhcat10n of the series. It 1s hoped that these gutdes will provide a sound basis for local planning of spe­cialized departments.

SUGGESTED REFERENCES·

American School Buildings, 27th year-book, American Associat10n of School Adm1n1strators, National Education Assoc1at10n, Washmgton, D. C.

Planning Together for Better School Buildmgs, Michigan School Building Handbook, State Depart­ment of Public Instruction, Lansing, Mtch.

Before you Build, Boicourt, Gerald W., State Department of Public Instruction, Des Moines, Iowa. 1953.

PROJECT COMMITTEE, IOWA STATE COLLEGE

G. Ross Hennmger - Asststant Dtrector, Eng1neering Extension. Ray J. Bryan- Head, Vocational Education. Leonard Wolf - Head, Architecture and Architectural Engmeering. Lowell 0. Stewart - Head, Civil Engineering. Arthur P. Two good - Professor, Vocational Education. John H. Bolton- Bulletm Ed1tor, Engmeenng Expenment Station .

Project Approved by School Plannmg Comnuttee, Iowa Chapter, American Institute of Architects, and the Iowa State Department of Public Instruchon.

t

SCHOOL BUILDING PLANNING SERIES

PART III

A GUIDE FOR PLANNING

INDUSTRIAL ARTS DEPARTMENTS

IN IOWA

Lowell L. Carver, Professor of Vocational Education, Iowa State College

ReVlewed by

Harry W. Carmichael, Supervisor of Trade and lndustnal Education, Division of Voca­tional Educat10n, Department of Pubhc Instruction, Des Moines, Iowa

O.H. Beaty, Assistant Supe rvisor of Trade and Industrial Education, Divis10n of Voca­tional Education, Department of Public Instruction, Des Momes, Iowa

W. H. Wagner, Assistant Professor of Industrial Arts, Iowa State Teachers College, Cedar Falls, Iowa

C E. Zink Director of Industrial Education, Public Schools, Sioux City, Iowa

Bulletin 127. 3

1956

Engmeering Extension Iowa State College

Ames, Iowa

FOREWORD

This bulletin brings in condensed form cur­rent philosophy and information that are basic to planning Industri<~:l Arts (sho~s) departments for Io wa schools . It is designed to help in interpret­ing needs and specifications for an effective pro­gram that provides varied experiences. No two communities will have exactly the same problems in plannmg.

The current high cost of building and equip­ping necessitates very careful planning for eco­n omical ana yet satisfactory facilities. The

increasing High School enrollment must also be kept in mind. .The developing program presents somewha.t different needs but not necessarily more spacious or costly ones. This pomts up the great importance of calling upon the mdustrial arts teacher and the State supervisors m the State De­partment of Public Instruc tlon for constructive help in the planning of shops in the schools of Iowa.

With this assistance, the architect can solve the physical needs of the school wltlun budget limitations.

CONTENTS

INTRODUCTION - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Historical Development - - - -Levels of Shop Work- - - - - -Baste Areas of Organization- -

SOME BASIC STEPS IN SCHOOL SHOP PLANNING

Commi.Ulity Survey - - - - - - - - - - - - - - - - - - -Plan for Flextbthty and Expansion - - - - - - - - - -Plan for Safety - - - - - - - - - - - - - - - - - - - - - - - - -Plan for Economy of Operation and Convenience of Instruction - - -

SUGGESTED MINIMUM STANDARDS FOR LAYING OUT AND PLANNING

Page

3

3 3 3

4

4 4 4 5

SCHOOL SHOPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5

Location, Size, and Shape of Shops - - - - - - - - - - - - - - - - - - 5

SPECIFIC STEPS IN PLANNING SCHOOL SI-IOPS

Remodeling and Rcorgamzing Existing Shops-

AUXILIARY ROOMS AND FACILITIES

O!ftce- - - - - - - - - - - -Students 1 Lockers - - - - -Plannmg Room and Ltbrary Demonstration Area - - - -Finishing Rooms - - - - - - - - - - - - - - - - - - - -Lumber Room - - - - - - - - - - - - - - - - - -Storage of Supplies- - - - - - - - - - - - - - - - - -Tool Storage - - - - - - - - - - - -Other Auxlltary Facilities- - - - - - -Power Machines - - - - - - - - - - - -

DESIRABLE STANDARDS -

Heating and Ventilation - - - - -Plumbing- - - - - - - - - - - - -Ltghtmg and Electrical - - -

ARCHITECTURAL REQUTQ EMENTS

General Considerations Floors - - - - - - - -Walls and Partitions- -Cethngs Windows - - -

- - - - - - - - - - - - -Doors- - - - - - - - -Soi.Uldproofing - - - -

SAFETY AND OTHER CONSIDERATIONS- -lntenor Pamting and Color Scheme- -

REFERENCES - - - - - - - - - - - - - - -

7

7

8 8 8 8 8 9 9

10 10 10

11

11 11 11

12

12 12 12 12 12 12 12

12 13

13

•

t

f

'

- 3 -

INTRODUCTION

HISTORICAL DEVELOPMENT

Since shop work came into the schools of the Un ited States, more than fifty years ago, many c hanges have taken place, especially in shop p lanning.

Industnal arts shops were first called "man­ual training shops", and in many mstances were p la nned for production rather than as centers for < ducation. The objectives of manual training were expanded to include such items as apprecia­tions, att1tudes, character traits, a·nd technical information.

As a result of the Arts and Crafts movement, many new activities were added, and the shop program became manual arts. The type of shop o rgantzahon remamed much the same. Then shop wo rk was brought into a closer relationship with mdustry and industrial life. From this came our present concept of industrial arts.

In most schools shop work was first housed in old buildings, old ro_oms, and basements. Until quite recently few new schools have housed shop work m space especially planned.

During the past decade, many fme facthties have been bmlt. However, even today a large number of students enr olled in shop work are handicapped by shops that are inadequate.

LEVELS OF SHOP WORK

In most schools, several levels of work are offered in the school program beyond the elemen­tary schools (Grades 1 - 6).

In the junior htgh school (Grades 7 - 9), m­dustrial arts lS offered to both boys and girls. The program provides ex perience in the use of tools, matenals, processes, and products of manufacturing as well as those of the skilled

Old

L , I Planntng room

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trades and crafts. In the senior high school (Grades 9 - 12), m­

dustrial arts is usually offered to those who show mterest and ability in the industrial and technical fields.

Shop programs for adults vary wtth the mter­ests and needs of the local community. They gen­erally are concerned with consumer, hobby, and a vocational, as well as vocational interests .

BASIC AREAS OF ORGANIZATI ON

The several types of basic shop organization depend on g r ade level, degree of emphasis, phy­sical facilities, program, and locality. At the secondary and adult levels, three types of shop organization are usually recognized: ( 1) The gen­eral shop, (Z) the general shop in a major area, and (3) the unit shop.

The General Shop. The general shop is a type of industrial arts organization for which the sub­ject matter is selected from a variety of indus­tnal activities. Different activit ies are generally earned on m one room under one teacher. The most common activities are woodwo r king, metal­workir.g, electricity, and drawing. In the same shops a broader program may be offered which w1ll mclude additional activities such as arts and crafts, graphic arts, and power mechanics.

In larger schools, this type of shop is fre­quently found at the junior high level as an intro­ductory shop for all students before they elect other shop work. T he general shop usually offers the best means for an adequate orogram for the small high school (Figures 1, 4 , 6, 7, and 8 illus­trate the general shop. )

fhe General Shop iii a Major Area . In th1s type of shop, the subject matter is confined to one field of industry such as woodworking, rnetalwQrk-

B l oc~bOord Bond

_l_ General shop

Instructors dts ~ Woodwodunq toblts

Lumb e r at orooe

S t orage room

s toroo e

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tounto1n

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Figure 1. G ene ral shop designed fo r small and medtum schools.

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0 JOtnltr

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- 4 -

ing, and electric1ty. These are known as general wood, general metal, or general electricity shops. (lllustratlons of th1s type of shop are shown in ftgures 4, 6, and 7.)

The Umt Shop. The umt shop lS g~nerally de­fined as a shop where one smgle actlvity is taught.

The umt shop is generally found m the semor h1gh school where several shops are proVlded. It lS

also desirable where the same shop is to be used for both industnal arts classes and Vocational­Industrial classes 7 . (Figures 5 and 9 show ex­amples of th1s type of shop organization.)

SOME BASIC STEPS IN SCHOOL SHOP PLANNING

A revtew of local, state, and national trends iniluencmg school shop planning may be made m the followmg manner:

Rev1ew current hterature . Rev1ew objectives and philosophy as theymay

iniluence planning. Contact State offices and institutions of educa­

tion relatlve to standards and available information. Study shops which have been completed and

are in use. Consult with individuals who have gone through

a building or remodeling program.

COMMUNITY SURVEY

Enrollment and projected enrollment trends, number of classes, and class s1ze.

ObJectlves desued and program to be offered. Extent of adult evening programs.

PLAN FOR FLEXIBILITY AND EXPANSION

Locate the shops so they can be expanded. Plan the building arrangements so that night

school can be held without opening and heating the entue building.

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r Ghut~~~t 01\• cl•••··· ,,., .••

Plan transformers and electrical circuits to take care of expansion.

Have equipment movable to meet changing needs.

Equipment should be adaptable to different age groups.

Plan toilets, lockers, and washing facihtie s to take care of increased numbers in the future.

Plan non-load bearing partitions. Conslder­ation may be given to movable partitions, glass partitions which aid in supervision or possibly no partitions at all.

PLAN FOR SAFETY

Use fireproof or fire-resistant materials. Recess radiators, dnnking fountains, ·and

lockers in the wall. Provide adequate lighting. So plan that noise and fumes do not mterfere

with other, school activities. Avoid slippery floors and steep staus. Provide for adequate spacmg of equipment

and the establishment of definite aisles of travel and plan for proper work flow.

Install explosion proof switches where needed.

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Figure 2. Woodworking, metalworking, and electricity shops •

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Figure 3. A combined wood shop and drawing room designed for small to mediwn schools.

Figure 4. General shop showing equipment and machme placement.

Plan for an adequate nwnber of work stations. Provide for storage of volatile fluids.

PLAN FOR ECONOMY OF OPERATION AND CONVENIENCE OF INSTRUCTION

Use materials that have long life, l ow re ­placement cost, and are easy to maintain.

Avoid having waste areas. Plan the shop for easy supervision. Plan facilities for lectures, demonstrations,

and use of visual aids. Provide adequate tool storage (see figures 14,

1 5, 1 6, and 17) .

SUGGESTED MINIMUM STANDARDS FOR LAYING OUT AND PLANNING SCHOOL SHOPS

The following items are intended to be used by shop planners as a general guide in c hecking existing shops or planning for new shops 1 . It is difficult to give exact standards, since conditions differ from place to place .

•

LOCATION, SIZE, AND SHAPE OF SHOPS

The shop should be located in a wing of the main building o r in a separate building.

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Plonn1n9 room and off1ce

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Ftgure 6. Genera l metal shop designed for medium or large schools.

Shop untts may be connected or attached to the main building by a hall, gallery, c overed patio, or some similar arrangement.

Shops should be located on the ground level unless there are to be several shops; then hght shops suc h as those for crafts, electricity r and drawing ma.y be located on a second floor .

Shops s hould be away from the quiet area of the s c hool to cause as little interferenc e as p o s­s ib le. Shops should be away from playgrounds.

All shops that c reate fume s sho uld be p lac ed so that prevailing winds will carry fume s away fro m other s c h ool buudmgs.

Size. The area devoted to the sho p s should be large enough to permit futur e expansion. The size of t he shop should be determined by the following fac tors:

Number of pupils to be accommodated. (Many s c hools set a limit of 24 students for tndustnal arts general shop and unit shop classes, voc ational classes would in general be less m number. When 1t is necessary to go beyond the 2.4 student hmttr adequate additional space mus t be provtded . )

Shape. The most efitc tent shops are rec tang-

' ular m shape, with a width-length ratto of 1 t o 1 z o r 1 to 2 . I r regular and unusual shaped shops sho uld be a votded.

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- 7 -

D Plontr

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Figure 7. General wood shop for a small school.

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SPECIFIC STEPS IN PLANNING SCHOOL SHOPS

If the suggestions listed previously have been followed, the instructor r the supervisor, the ad­mtntstrator, the advisory committee (if one is used), and others concerned with the program are now r eady to develop spectfic plans.

Dtscus s wtth the administration and the archt­tect the general program, shop load, s tandards , space needs, cos t limitations, and building design.

Develop a scaled floor p lan showing s hape, stze, major divisions, and auxiliary areas. Many planners fmd tt helpful to draw the shape o f the shop on squared paper, following the scale of 1/4 or 1 I 8 mch to the foot. A scaled template of each machine or ptece of equtpment should be cut out and lettered with tts proper name . The templa te s c an then be placed on the floor plan and moved about unttl a sattsfactory arrangement ts secured.

Assist the archttect in the revtston of pre­limmary plans. Sketches of bmlt-m equtpment

can be developed at this time. Wo rk wtth the archi­tect and others conce rned in checking and approv­mg fmal plans.

RE MODELING AND REORGANI Z ING EXISTING SHOPS

In many schools, the shop teacher and admm ­istrator w ill not have the opportunity to plan for new facilities. Their task will be one of moderniz.ing the existing shop. Listed below are some of the more common things that can be done to moderntze a shop .

Change wtndows and doors. Add storage facilities. Thts may also mean

teanng out present facihties and rebuildmg. Remove or change partitions. Install new hghts and power e1rcu1ts. Pamt m keepmg with modern tr end.

Sugges ted pions for

remodeltng o Jun1or H•gh School shop

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Ftgur e 8. General shop - woodworking, metalworkmg , and electncity. A floor pla n illus tratmg the result s of rem od eling and mode r nizing.

- 8 -

Add new services and utilities. Replace old, olsolete equipment. Cover or refm1sh old floors.

Often a complete remodehng plan cannot be earned out tmmediately but wUl have to be developed

over a penod of several years. (Ftgures 8 and 11 .illustrate old shops which have been remodeled.)

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Ftgure 9. Advanced woodworkmg shop and draftlng room.

A UXILIARY ROOMS AND FACILITIES

OFFICE

The instruc tor should have an ofhce m the shop. It should be so constructed that the entlre shop is visible at all t1mes. The office should be large enough for a desk, filing cabinets, small table, chairs, and a magazine and book rack.

STUDENTS' LOCKERS

Lockers for the storage of students 1 personal

belongmgs and for partlally completed small pro­jects should be m all school shops. The locker area should be easy to supervise. The area should have a space for changing clothing where this is necessary.

Additional lockers should be provtded for adult evening classes.

PLANNING ROOM AND LillRAR Y

The emphasis on planning as an important function of mdustrial arts focuses attentlon on the need for a place to carry on this achvtty.

The planning room and hbrary should be well lighted and c omfortable, with a minimum of 30ft.­c . The furm~hings should include chalkboards,

she lves, cabinets for material, tables and chans, wall charts, and provtsions for visual atds. (Ftg­ures ll and 13 are tllustrations of types of plan­nmg centers.)

DEMONSTRATION AREA

Every shop should have a place where a class c an be seated for demonstration or recitatlon. A combmed recttation, demonstration, and planntng room may be located for use by two or more shop classes. It should adjom and be connected by a door openmg dtrectly mto the shops. (Figure 13 shows a demonstration and planmng area within the shop. )

FINISHING ROOMS

A dust free area for fimshtng 1s desirable tn all woodshops. A glass enclosed space makes supervis10n eas1er. It should be kept at a temper­ature of at least 75 degrees F. The area should be equipped with a metal covered table for statn­ing, a ftre-proof cabmet for storing pamts , stains • varnishes and brushes, drytng shelves, and a smk. Direct sunlight should be avoided. A destr­able stze for small woodshops ts approximately ll '

•

- 9 .

Figure 10 . General shop showing benches, stools for drawing, office, bulletin board, and chalk board.

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' ( = Gil ClrCYior ••• Wood • or \ •"9 IObl tS

Lumber rock

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Ac tt •tld•"9 0 Asbestos c:ur to•n Oflll press

Cha '' Bar foldtt st oro Qt

Squor nq D SI•P shtofS 1 ro lls

8tnch ploU -..

I obit

Noch •n• sf sD btnch

10"

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Figure 11. General shop - woodworking, metalworking, and electncity. The floor plan 11lustrates a remodeling and modernizing project .

by 20 feet . Finishing r ooms should have individual Standard dimensions for lumber rooms are exhaust systems, powered with spark-proof motors. difficult to set down because the needs vary consid­E x p losion proof fixtures, switches, and outlets are erably. However, about 12 feet by 20 feet should also n eeded. be adequate for lumber.

LUMBER ROOM STORAGE OF SUPPLIES

The lumber room should be located for direct Provision should be made for the storage of delive r y or near r eceiving points. Som~times such supphes as sheet metal, steel rods, bands and lumber r a cks must be placed in the shop . The most angles, finishing materials, and hardware. To s atisfact o r y racks are made of pipes or angle uon. ec onom1ze in space and simplify admmistrative

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Figure 12. Combination planning room and cla ssroom.

cont rol, these may be concentrated m a smgle room loca ted between or close to the dtfferent shops . .Ka cks and shelving should be such that the handling of long materials is easy; but no racks, shelves , o r sto r age bms should be provided unless some specific article or material lS assigned to them.

TOOL STORAGE

Tool r oom. The tool room, practlcal for la r ge un1t shops , should be centered as near a s poss1bl e t o all acttVltles. The instructor should be a ble to observe tt at all times. Its s1ze w1ll de­pend upon the s1ze of the shop, the activities car­ned on , a nd number of students and classes.

Tool panels. The tool pa nel has become pop­ular with the introduction of the general or mul­tiple a ctlVlty shop. Several small panels should

• be near the various actlVittes. (Figures 14, 15, 16, and 17 Illustrate various types o!tool panels.)

0 fHER A UXILIARY F AGILITIES

Minimum standards for o ther auxiliary facili t ies:

Waste storage- provided for each activity. Display space- near shop entrance. GlUlng area - 40 sq. ft. Project storage - 300 cu. ft. Chalk board area - 30 - 35 sq. ft. Bulletin board area- 25 sq. ft.

POWER MACHINES

Machines should be placed so maxtmum stzed matenal can be handled wtthout danger of inter­ference w1th adJacent workers or machines.

Machines commonly used should be m sequen­tial order, in the order of their operational use. Machines used pnmarily in roughtng out stock should be placed near stockroom.

Shops should have self-contained portable ma­chines whcne ve r pract1cable.

Figure 13 . Planning and demons t rat ion center located in one corner of a general shop.

Ftgure 14. Portable tool cabinet destgned for tools on both s1des and 1n bott om.

Equipment should be so placed as not to mtcr­fere with the opemng of doors and windows.

Arrangement of equtpment should be deter­mtned by cons1derat1ons of both safety and tnstruc.­tlonal eff1c1ency.

Spacmg between benches, machmery. ~qutp­ment,and aisles should be sufftcient for safety and free passage, a mintmum of 4 feet

Machmes that vibrate should be cushioned wtth rubber mountmgs or other shock-absorbmg mat\!­rial, and they should not be mounted on columns or agatnst ptpes that w11l transmtt notse to other parts of the butldmg.

Operation level of equtpment when posstblc should be at the average dbow level of students.

I

'

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DESIRABLE STANDARDS

HEATING AND VENTILATION

Heattng systems recommended m shops are wall un1t venttlators wtth fan, or spht system (forced warm a1r and convectors, or radiant). If rad1ators are used, they should be recessed in the wall.

The temperature of the shop 60 inches from the floor should be 68 degrees.

The ventilatmg system used in the shop should be mechanical, and a separate part of main plant. It should supply a mmtmum of 15 cu. ft. of air per minute per student .

The relative humidity of shop and storage fa­ctlities should be 40 m the wrnter and 50 in sum­mer. A dehumidifter is practlcal.

An exhaust system should be mstalled, and each area served by separate system through ducts placed overhead. Flexible tubing may also be run from master system to each area.

Separate exhaust systems should be provided to remove fumes from rnternal combustlon en­gines, gas or electric welding, soldering furnaces, and painting booths. Separate systerr.s must be provided for wood or grmdmg dust.

-~} I r . .::. - I

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1

Ftgure 15. Portable tool cabinet, one side open show1ng placement of tools

PLUMBING

Dnnking fountains, one for every 20 to 30 pupils, should be in the shop.

Adequate washing and toilet facilittes should be provided in or close to each shop .

Sinks are recommended for many shop acttv­ttles. Hot wate.r should be oil vailable in all shops.

Air compressor untts should be outstde the shop. Compressed air outlets should be located on the wall in the shop at 20 ft. mtervals.

Gas outlets should be located at lO ft. inter­vals m shops which use gas.

Figure 16. Wall tool storage cabinet can be closed and locked.

Figure 17. Portable specialized tool panel.

Safety and eff1ciency in teachmg shonlct ')e kept in mind.

LIGHTING AND ELECTRICAL

It 1s important that shop winng be adequate for the maxtmum needs.

Master sw1tches for power lines should be located so they can be locked when necessary.

Buss systems or raceways should be in­stalled overhead for the larger un1t shops.

Convenience outlets should be located above bench height at mtervals of approxtmately 10 feet all around the room.

The shop should have an electric clock and dism1ssal bell.

Equtpment should be so placed as to make maxtmum use of all lighting.

Each shop should be adequately llghtcd. The light should be well diffused, free of glare, and should cast no shadows. The following are rmn­imum standards for shop lighting:

Over-all shop hghting 30 ft-c Close work (machmes) 40-60 ft-c (Some machmes and equtpment may need to

be mdtvtdually lighted.) Drawmg room 30-50 ft-c Reference, lecture,

and demonstration room 30 ft-c Wash room and store rooms 15-lS ft-c

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ARCHITECTURAL REQUIREMENTS

GENERAL CONSIDERATIONS

These are not necessarily in order of

1mportance: Attractiveness and good design. Clean1ng and maintenance. Ease or ab1hty to be expanded. Ease of eqmpment installation. Flex1b1hty and adaptability. Mo1sture-proof, verm1n - proof, and sound-

proofing qualit1es. Res1stance to fire. Structural strength. Student and teacher comfort. Below is a hst of suggested number of square

feet per student for various types of shops . These figures are approx1mate and do not include space needed for aux11iary rooms5.

Type of Shop .::.S~q..:u:::a....:;r...:e:...;::F-:::t....:;.--LP....:;e'.:"r~S.:..t u.::.d.::.e.:..n:.:..;.t General Shop 75 - 85 Hobby or Hand1craft 50 - 60 General Woodworkmg 80 - 85 General Metal 75 - 80

General Electricity 70 - 85

General Drawing 50 - 60

G r aphic Arts 70 - 75

Unit Shops Machine Shop 75 - 80

Drawing 50 - 60

Welding 60 - 70

Auto Mechanics 100 - 150

~adi.o - Telev1sion 60

Printing 85 - 100

Cabinet Making 80 - 100

FLOORS

The selection of flooring materials should de­pend on the parttcular actl v1ty for whtch the area is designed. Below are suggestlons as to best types of floonng to use.

Woodworktng area- hard wood Sheet metal area - hard wood or end grain

wood. Rad10 and electricity area - hard wood or

composttion. Machine shop and weldmg area - concrete General shop and welding area - hard wood

and concrete. Planning room - hard wood, composition, or

rubber. Drawing room- wood .or composttlon. Storage room and finish room - concrete. Auto mechan1cs room - concrete.

WALLS AND PARTITIONS

Partttlons between shops should be as nearly soundproof as poss1ble, non-load bearing, and may be mo.-able.

Part1tions that form auxiliary rooms, such as planning rooms, fin1shing rooms , and offices, should have glass areas lo permit supervision.

CEILINGS

Shop ceilings should be 12 to 14 feet inheight, and drawmg room ce1hngs should be 10 to 12 feet.

Materials with a high coeffictent of sound ab­sorption should be used. Ceiling should be

fm1shed .

WINDOW S

Since natural light is so vanable, a school shop may depend exclusively on artlficial illumi­nation, as 1s often true tn 1ndustry. It 1s, however, often adv1sable to have as much natural hght as possible. Wrndows should be on at least two sides of the shop, preferably the north and east.

Natural lighting should be controlled by hght colored, diffusing shades. Metal venetian blinds or screening or roof overhang are also recommended. Clerestory lighting ts excellent. Wi.ndows should be translucent below eye-level.

Window area shoulcl equal at least 25% of the floor area. The wmdow heads should be nearly ceiling he1ght.

Wmdow frames, preferably of metal, should be eas1ly opened and closed and locked .

Wmdow ledges should be bevelled so they can­not become catch-alls.

DOORS

Safety latches should be standard equipment on all exit doors. Two entrance - exits are desirable.

Outside doors should swing outward, with doors to a ux1hary rooms opening into the shop.

A mtmmum width of 36 mches is recornn"1ended for personnel doors. One door m every shop should be large enough for moving in the largest machine to be used and for taking out the largest proJect that will be constructed.

If a large overhead door 1s 1nstalled for the de­livery of supplies and machmery, 1t should be ap­proximately 12 feet by 12 feet.

SOUNDPROOFING

Acoustlcal treatment is advtsable when shops are located near other school areas. A careful study should be made of local cond1tions to deter­min needs.

Materials such as glass, wood, and plaster re­flect approx1mately 95% of the sounds that strike them. Materials used for soundproofing should ha··e a sound-absorbing value of at least 60%.

SAFETY AND OTHER CONSIDERATIONS

Proper fire extmgu1sher s should be provided

in each shop.

Non-slippery floors should be placed around power machmes. Danger zones on ma~.-hint)S shocld be pamted 17, 18.

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The use of a standardized safety color code for painting shops and equipment is recommended .

A first aid cabinet and supplies should be m each shop.

Power machines should be well grounded, with switches in convement places, and should be well lighted .

Gas welding tank storage should be outside the shop and preferably close to a dnveway.

Drip pans should be provided for machines to prevent oil collecting on shop floors.

The instructor should be able to look over the entire shop area from any pomt.

Distinct aisles of travel, at least 4 feet in width, should be provided.

Open space should be provided near all doors and in front of tool panels or cabinets.

Space should be set aside in each shop for the proper placen-ent of waste and refuse containers.

INTERIOR PAINTING AND COLOR SCHEM-E

Research done by 1ndustry and by paint com­panies has established interior painting and color coding17 • 18. A similar system should be used in school shops. It tends to reduce eye stra111; and it encourages pride in the shop, aids in clean­up, and makes the shop more attractive.

REFERENCES

1. Bateson, Willard M. "Standards for Physical Facilities of School Shops Developed m Re­search Study". School Shop Magazine, April, 1954, pages 5-11.

2. Bruce's School Shop Annual. The Bruce Pub­lishing Company, Milwaukee, W1sconsm. 1947 through 1956.

3. Delta Power Tool Specif1cat1ons (For Schools). Rockwell Manufacturing Company, Delta Power Tool Division, Pittsburgh, Pa. 1954.

4. Equipment for Teachmg Science, Industrial Arts, and Home Econom1cs in the Approved Schools of Iowa. Department of Public Instruc­tion, Des Moines, Iowa. 1953.

5. Feirer, John L. School Shop Planning GUlde. Atlas Press Company,Kalamazoo, Mich. 1953.

6. Housing and Layout of School Shops m Cali­fornia. Califorma State Department of Educa­tion. Sacramento, California. 1950.

7. Industrial Arts in the Modern School. Bulletin No. 94. Board for Vocational Education. Springf1eld, lllmois. 1949.

8 . Industrial Arts in Oklahoma. Bulletin No. 10 5. State Department of Education. Oklahoma C1ty, Oklahoma. 1951.

9. Mays and Cas berg. School Shop Administratwn. The Bruce Publishing Company, Milwaukee, Wisconsin. 1947.

10. Modern School Shop Planning. Prakken Pub­lishing Co., Ann Arbor, Mich1gan. 1953.

11. School Shops for Today and Tomorrow. Delta Power Tool DlVision, Rockwell Manufactur­mg Company. Pittsburgh, Pennsylvania. 1954.

12. School Shop Layouts and Equipment for Indus­trial Vocational Programs. The Umversity of Texas, D1vision of Extension, !ndustnal Education Department, Austin, Texas. 1953.

13. School Shop Standards and Directory Is sue, April, 1954. School Shop Magazine. School Shop, 330 South State Street, Ann Arbor, Michigan.

14. School Shop Planning Manual. Walker- Turner Division, Kearney and Tracker Corporation, Plainfield, N. J. 1952 .

15. Suggested Specifications for Equippmg a Gen­eral Shop. Stanley Tools Educational Depart­ments, New Britain, Connecticut.

16. Tools and Eqwpment for Composite General Shop. Broadhead-Garrett Company, Cleve­land, Ohio.

17. Color Dynam1cs. Pittsburgh Plate Glass Com­pany. Grant Building, Pittsburgh 19, Pa.

18. DuPont Color Conditioning for Industry. E. I. DuPont de Nemours Co., Brooklyn, New York.