The Chronicle stops the presses- Play offers new twist on classic story
- Students create illustrations for Georgia Ports Authority
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Graduate student channels classic horror in thesis film - Alumnus creates mobile gallery
- SCAD libraries hold artist’s book competition for students
- Griffis discusses development of Arthur legend
- Noted author speaks to students
- The Green Scene: 'We have a dream'
- Personnel File: New staff members join SCAD-Savannah
- SCAD hosts regional IDSA conference
- Titus Kaphar to speak at SCAD
- The Bee Line
- Women’s lacrosse sets records in Kennesaw State win
- Athlete Feats highlights for Feb. 22
- Baseball takes series from St. Thomas
- Women’s basketball wraps up second place in Florida Sun
- Athletics updates for Feb. 15
- Baseball off to best start in program’s history
- Big third period leads lacrosse team to victory
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Class in the Spotlight
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Students focus on healthy spaces for schools
 Photo by Dane Sponberg Adam Davis paints a wall in the teachers’ lounge at the John F. Kennedy Middle School and Community Center in Atlanta Aug. 9. By Monique Bos Published: Friday, September 7, 2007 On Aug. 23, Kimberly Boyd, director of nonprofit organization Hands On Schools, visited the Savannah College of Art and Design to thank students for their hard work during the summer quarter. “Your commitment to this project has been phenomenal,” she said. “The work you all did so far exceeded our expectations on this.” The students — in interior design professor Deborah Brooks’ Human Response to the Built Environment and architecture professor Scott Singeisen’s Architecture Design Studio IV and V classes — designed and implemented a variety of projects for Hands On Schools, which seeks to involve communities in improving local schools. Along with architecture students in Ryan Bacha’s Master Builder class, the group traveled to Atlanta several times, where they built benches and an outdoor classroom, and decorated and refurbished parents’ and teachers’ lounge areas, at the John F. Kennedy Middle School and Community Center. Brooks’ students also put together the School Box, a tool kit of resources for community members interested in working with local schools, which is being produced and distributed for Hands On Schools by Behr Paints and the Home Depot. The kit includes “Palettes for Progress,” a booklet with various color schemes; a “how-to” manual that includes ideas for fundraising, training volunteer leaders, creating outdoor learning environments and more; and a CD with program resources. Boyd said teachers particularly appreciate the fact that the palettes booklet includes color and design schemes targeted to various cultural groups. “We conceived the palette/culture connection as we tried to imagine the composition of classes in the Atlanta-area school [that] was our focus and also in a typical classroom in the United States,” Brooks said. “Students in my class were eager to explore cultural/color connections from their own country of origin or region of the U.S.” Adam Davis, a historic preservation student who has a Native American background, said he focused his research on India. “It’s important to use [color] wisely in the place you’re working on, to know what colors and furniture do to affect the space you’re in,” he said. The School Box is in demand, with 1,000 already produced and more in the works. And Behr executives are using “Palettes for Progress” to convince school boards of the importance of low-VOC paints — which dovetails with the interior design program’s emphasis on user health. “Interior design education at SCAD focuses on using non-toxic products and practices and on the users of the space,” explained Brooks. “We expect a community involvement in which design is applied to make spaces better for those who inhabit them.” For the Kennedy School areas, Brooks said, students researched the effects of color on middle-school students and teachers, and considered numerous other aspects of the rooms as they developed their designs. “The factors that determined the designs were the basics that guide all interior design development: functions, safety, aesthetics, user needs, and, in this case, the color palettes that would elicit the optimum user reaction for the function intended,” she explained. “Areas were sited to take advantage of the limited natural light, the circulation within the room, and proximity to the restroom and kitchen areas.” The faculty at Kennedy had an overwhelmingly favorable reaction to the redesigned lounge. “A teacher who had been there for six years walked into the teachers’ lounge the first day and cried,” said Boyd. “She said she had never felt so appreciated.” Brooks said, “Several others thanked us, and the students got more than a few hugs!” “Students learned that doing very good design makes a big difference to the people who use that space,” she said. “They learned something about leadership and a lot about time management and flexibility.” Davis said the project was well worth the significant time and energy he and the other students invested. “It helped me a lot as far as my portfolio,” he said. “I’m definitely happy with all the [on-site] work. It makes me feel good about my contribution.”  |
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