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The How to Create a School Sculpture Garden Manual
6. CREATING THE PROGRAM
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Students
will revisit the shrubs in the sculpture garden space to make sure they
are healthy and will fit into the final plan.
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Our project was suggested by Sculpture students in response to their visit to Grounds For Sculpture in Hamilton, New Jersey. They had just finished assisting in the development of a contemporary sculpture curriculum, and were enthusiastic about what they had learned. A wall of windows outside the door of the Art studio exposed an unused courtyard beyond. The students decided they wanted to use this space to build a sculpture garden. While our primary need was to create a space appropriate to exhibit sculpture, simultaneously, our principal was looking to create a space where individual students could gather in a contemplative environment and that could also function as an outdoor classroom.
The most difficult task in this type of project is to create the program or plan. "Once a clear definition of the potential use of the space has been determined, then the program practically writes itself," indicated our Consultant Landscape Architect, Herb Sensi. The site design must always be based on need, as there is little point in creating a space that isn't workable. Formally establishing the need is time consuming but well worth the effort.
The program is based on a combination of factors, and can be addressed by answering four fundamental questions concerning the physical infrastructure:
- What presently occupies the space?
- How will we use the space?
- What do we want to have in the space?
- What do we need to have in the space?
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How
do we deal with the air conditioners.
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1. What presently occupies
the space?
Is the space totally empty or will it require demolition? Do you want to incorporate
existing materials or do you want a totally clean palette? Is the space filled
with rubble and debris, grass, rocks, existing walls? Removal can be more expensive
than renovation in some cases.
2. How will we use the
space?
You can obtain this information by interviewing a sample of the constituent
populations, and/or conducting a department or school-wide survey. A department
survey would ask curriculum disciplines within the school to identify how the
garden would be of use to them. A school-wide survey could also be conducted
so that the ideas of both staff and students are incorporated.
Consistent with our intention to involve as many of the high school disciplines as possible, the Nottingham High School department chairs were asked the following questions. You may find these questions helpful in beginning your inquiry.
- Under what circumstances will your department actively utilize the sculpture garden?
- How might your department contribute to the development and then the ongoing operation and maintenance of the sculpture garden? Please include both curricular and co-curricular opportunities.
- List any ways in which you feel that the community beyond the high school could make use of the space.
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How
do we hide this.
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Several interesting ideas came from discussions, generated by these questions, with department chairs and other staff members, and some are highlighted here:
- Physical Education students could use a measured pathway as a walking trail.
- The English Language Arts classes could use the garden as an inspiration for creative writing and reading activities. A small Shakespearean, Elizabethan or Victorian Garden could be planted. We used the creative writing idea and are considering the construction of a sensory garden.
- The patio area could be used for musical, dance, and small theatrical performances, as well as an outdoor classroom area.
- Ponds would make a practical outdoor laboratory for biology classes. Ponds require maintenance. We were going to have a fountain rather than a pond until our Marine Biology teacher volunteered to be responsible for the pond.
- One of our Visual Arts teachers suggested an area where students could rearrange three dimensional shapes into different configurations to create interactive sculptures.
- Consider when the garden will receive the most use, and plan accordingly. While our garden will be available to the public year round, the students are primarily in residence autumn, winter, and spring.
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Plenty
of space for a raised garden.
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3. What do we need to
have in the space?
Here potential users can indicate specific needs. This area can also respond
to modifications in the existing space to meet building code and Americans with
Disabilities Act (ADA) requirements.
4. What do we want to
have in the space?
Develop your "Wish List" here. While you may not be able to incorporate
every item now, you can develop a plan to be completed in phases. Build what
you can now, and use a plan that allows you to incorporate items on your "Wish
List" as funds and/or time become available.
Understand that the program is a living document and can change. While changes can increase costs, some are worth the price. For example, our math students became involved in working out some of our calculations. As a result, we were inspired to consider a new design element: collecting concrete geometric forms for an arrangement in the garden.
Finally two questions remain that you must ask yourself consistently through the entire process.
- Do our choices coincide with our finances?
- Can we create a program that can be accomplished in stages if finances do not allow us to complete the project at one time?
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Will
it be garden or patio.
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Our needs assessment identified the following requirements:
- A flexible space that can accommodate 24 to 30 students at a time, in a group or individual setting.
- Seating and writing surfaces that are movable to accommodate both individual students and class instruction.
- Space for outdoor gatherings and receptions.
- A pathway that will allow students to navigate the length of the courtyard.
- Focal points for the display of sculpture that are flexible enough to accommodate the needs of temporary exhibitions, as well as the possibility of permanent installations.
- An environment that
meets the requirements of the Elements of Design and Principles of Composition
and creates a focal point for the school.
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