Irwin’s Place in CMS History: IntegrationBY: PTA COMMUNICATIONS TEAM - AUGUST 25TH, 2011 FILED UNDER: ABOUT THE SCHOOL, CAMPUS, BUILDING & HISTORY
In news coverage of about CMS, it is often noted that Dorothy Counts was the first black student to attend a white CMS school when she enrolled at Harding High School in 1957. Not often mentioned is this: it happened at the school that is now Irwin Academic Center. The Irwin building was Harding High School in 1957.
Here’s a clip from CMS’s web site, with a link to the full story of CMS’s integration.
“Four black students entered previously all white schools in 1957 – Delores Huntley attended Alexander Graham Junior High School for one year; Girvaud Roberts attended Piedmont Junior High School for two years; and Gus Roberts graduated from Central High School in 1959. Across town at Harding High School, now the location of Irwin Avenue Elementary, the school’s first black student, Dorothy Counts, attempted to enroll but her attendance received much controversy. A picture of Counts wearing a crisp, plaid dress made by her grandmother and surrounded by an angry, jeering mob was seen in newspapers throughout the Southeast. Despite the response to Counts, Charlotte received national attention for desegregating schools with relative ease.”
Full story: http://www.cms.k12.nc.us/mediaroom/aboutus/Pages/default.aspx
Irwin’s Design: A Case StudyBY: PTA COMMUNICATIONS TEAM - AUGUST 25TH, 2011 FILED UNDER: ABOUT THE SCHOOL, CAMPUS, BUILDING & HISTORY
When Irwin Avenue Elementary School was redesigned and rebuilt in the mid-1990s, it was created specifically for the Open Education model. In 2001, it was was of three schools included in a case study, “Learning Environments Designed for the Occupants.”
VHAC does not use the Open model, but the description of the space, and how it was intended to be used, provides a fascinating glimpse into what we might be able to create in our new home. Some excerpts from the case study are provided below, along with the entire paper. Note that these observations are ten years old, and having not been inside, I do not know what is still in place today. Certainly, there are changes. For example, the United States map mentioned in the las excerpt has all but faded away, and the patios do not appear to be regularly used. And yet, reading this, one’s imagination cannot help but get active.
Entry: “The two main entrances to the school – the gymnasium and the front entry – are remnants of the original structure and now serve as the visual anchors to the overall structure. The classrooms between the two anchors, however, were completely demolished and reconstructed as paired classrooms connected by a shared forum space. The newly-constructed hallways were designed as multi-purpose spaces according to the architect’s precept that ‘all spaces are learning places.’ As such, the hallway expands at two locations to integrate learning programs and interactive exhibits in the circulation areas.” [p. 5]
Hall: “The halls were conceived of as extensions of learning spaces. It was the intention of the designers that students be engaged in experiential learning as they move through the building, but way of permanent student art exhibits and Centers of Exploration.” [p. 6]
Centers of Exploration: “The Centers of Exploration are breakout areas in the hall that, when activated through use, provide additional learning spaces. Located at the center of the building on the main level, Air-Aqua-Terra has an aquarium, terrarium, and several contained small animals and reptiles…. The Micro-Society, located in the extended hallway on the lower level, includes constructed facades of a general store, a bank, a government center, a post office, and an ATM. As students walk to and from their classrooms they become engaged in each of these experiential learning environments.” [p. 6]
Classrooms: “The classroom has flexible spaces that accommodate large and small group activities, as well as independent learning. A wet space and a sink are located in each room and every class has direct access to the outdoors; the adjacent patio is often used to expand the learning environment. All classrooms are linked on one side by a ‘forum’ that allows groups from different classes to come together for collaborative projects, presentations, and student performances.” [p. 7]
Media Center: “The media center provides a variety of spaces: a formal instructional space, individual study tables, and a storytelling area. The storytelling area is well lighted with natural daylight and is enclosed at the corner with floor to ceiling windows.” [p. 7]
Cafeteria: “The cafeteria is well lighted with both visual and physical access to outside…to provide seating for students on good weather days.” [p. 8]
Outdoor Learning Spaces: “The building is situated on a sloping terrain, allowing direct outdoor access from the main level to the back of the building and lower level from the front. The front patio has been painted with a map of the United States and is used as a kinesthetic tool for learning geography as well as to begin developing an understanding of place. The adjacent historic cemetery and neighborhoods are periodically used as outdoor classrooms to teach students local cultural and social history. Additionally, the skyline of downtown Charlotte is visible from many vantage points, which enhances the school’s philosophy of the grounds and immediate neighborhood as an extension of the classroom; as such they continually serve to reconnect the students to their larger environment.” [p. 8]
Significant Findings: One: “A sense of community at multiple scales provides students with a sense of belonging and a sense of place.” Two: Functional spaces that allow for multiple uses and a variety of tasks encourage students to make choices for themselves, fostering the development of individual responsibility.” Three: Experiential learning takes place when a student is engaged in an activity. Active participation allows students to apply what they learn and helps them define their interests, thereby contributing to a sense of self.” [pp. 31-32]
In news coverage of about CMS, it is often noted that Dorothy Counts was the first black student to attend a white CMS school when she enrolled at Harding High School in 1957. Not often mentioned is this: it happened at the school that is now Irwin Academic Center. The Irwin building was Harding High School in 1957.
Here’s a clip from CMS’s web site, with a link to the full story of CMS’s integration.
“Four black students entered previously all white schools in 1957 – Delores Huntley attended Alexander Graham Junior High School for one year; Girvaud Roberts attended Piedmont Junior High School for two years; and Gus Roberts graduated from Central High School in 1959. Across town at Harding High School, now the location of Irwin Avenue Elementary, the school’s first black student, Dorothy Counts, attempted to enroll but her attendance received much controversy. A picture of Counts wearing a crisp, plaid dress made by her grandmother and surrounded by an angry, jeering mob was seen in newspapers throughout the Southeast. Despite the response to Counts, Charlotte received national attention for desegregating schools with relative ease.”
Full story: http://www.cms.k12.nc.us/mediaroom/aboutus/Pages/default.aspx
Irwin’s Design: A Case StudyBY: PTA COMMUNICATIONS TEAM - AUGUST 25TH, 2011 FILED UNDER: ABOUT THE SCHOOL, CAMPUS, BUILDING & HISTORY
When Irwin Avenue Elementary School was redesigned and rebuilt in the mid-1990s, it was created specifically for the Open Education model. In 2001, it was was of three schools included in a case study, “Learning Environments Designed for the Occupants.”
VHAC does not use the Open model, but the description of the space, and how it was intended to be used, provides a fascinating glimpse into what we might be able to create in our new home. Some excerpts from the case study are provided below, along with the entire paper. Note that these observations are ten years old, and having not been inside, I do not know what is still in place today. Certainly, there are changes. For example, the United States map mentioned in the las excerpt has all but faded away, and the patios do not appear to be regularly used. And yet, reading this, one’s imagination cannot help but get active.
Entry: “The two main entrances to the school – the gymnasium and the front entry – are remnants of the original structure and now serve as the visual anchors to the overall structure. The classrooms between the two anchors, however, were completely demolished and reconstructed as paired classrooms connected by a shared forum space. The newly-constructed hallways were designed as multi-purpose spaces according to the architect’s precept that ‘all spaces are learning places.’ As such, the hallway expands at two locations to integrate learning programs and interactive exhibits in the circulation areas.” [p. 5]
Hall: “The halls were conceived of as extensions of learning spaces. It was the intention of the designers that students be engaged in experiential learning as they move through the building, but way of permanent student art exhibits and Centers of Exploration.” [p. 6]
Centers of Exploration: “The Centers of Exploration are breakout areas in the hall that, when activated through use, provide additional learning spaces. Located at the center of the building on the main level, Air-Aqua-Terra has an aquarium, terrarium, and several contained small animals and reptiles…. The Micro-Society, located in the extended hallway on the lower level, includes constructed facades of a general store, a bank, a government center, a post office, and an ATM. As students walk to and from their classrooms they become engaged in each of these experiential learning environments.” [p. 6]
Classrooms: “The classroom has flexible spaces that accommodate large and small group activities, as well as independent learning. A wet space and a sink are located in each room and every class has direct access to the outdoors; the adjacent patio is often used to expand the learning environment. All classrooms are linked on one side by a ‘forum’ that allows groups from different classes to come together for collaborative projects, presentations, and student performances.” [p. 7]
Media Center: “The media center provides a variety of spaces: a formal instructional space, individual study tables, and a storytelling area. The storytelling area is well lighted with natural daylight and is enclosed at the corner with floor to ceiling windows.” [p. 7]
Cafeteria: “The cafeteria is well lighted with both visual and physical access to outside…to provide seating for students on good weather days.” [p. 8]
Outdoor Learning Spaces: “The building is situated on a sloping terrain, allowing direct outdoor access from the main level to the back of the building and lower level from the front. The front patio has been painted with a map of the United States and is used as a kinesthetic tool for learning geography as well as to begin developing an understanding of place. The adjacent historic cemetery and neighborhoods are periodically used as outdoor classrooms to teach students local cultural and social history. Additionally, the skyline of downtown Charlotte is visible from many vantage points, which enhances the school’s philosophy of the grounds and immediate neighborhood as an extension of the classroom; as such they continually serve to reconnect the students to their larger environment.” [p. 8]
Significant Findings: One: “A sense of community at multiple scales provides students with a sense of belonging and a sense of place.” Two: Functional spaces that allow for multiple uses and a variety of tasks encourage students to make choices for themselves, fostering the development of individual responsibility.” Three: Experiential learning takes place when a student is engaged in an activity. Active participation allows students to apply what they learn and helps them define their interests, thereby contributing to a sense of self.” [pp. 31-32]