Rhythm Magazine

RHYTHM

ENGAGING THE ARTS THROUGH INNOVATION AND THOUGHTFUL COMPOSITION

THE SOUND OF SUCCESS

Research and years of studies have shown us that some of the most well-rounded students engage in fine arts of some kind. Let’s start them at a young age and expose them to many opportunities.

Engaging Education and The Arts

Kenneth Hutchens, Chief Creative Officer

Students bring motivation to the classroom every day, but how educators tap into those motivations is the key to personal growth and success. When students bring motivations associated with the arts to school, a powerful opportunity exists. In a learning environment designed to specifically foster education and the arts, students not only learn academic fine arts content, they also experience the richness of the process.

At VLK Architects, we understand the correlation of the arts with the benefits of student achievement. We recognize achievement as personal success, satisfaction, student agency, and engagement. We believe that the earlier children can be exposed to opportunities, the better decisions they make about discovering their passions. Exploration is crucial to the learning process in general, but specific consideration of the arts can create a pathway that is cultivated for a lifetime. When students are provided a pathway for the arts to be an expected central part of their educational experience, the skill levels they acquire at each interval of learning increases their knowledge, hones their proficiency, and accentuates their efficacy.

“The arts merit a place in public education equal to the other disciplines.”

–Jensen

As students continue through grade levels and campuses, the learning environments that support the arts should evolve with them. Primary level experiences need a developmentally appropriate environment, and by the time students

experience the arts at a high school level, the specialized areas that facilitate their instruction and performance should reveal the same levels of expertise that students have been working to demonstrate. Additionally, the environments should also support the community with an opportunity to encounter the talents acquired by students in a space conducive to performance and display.

“It is in Apple’s DNA that technology alone is not enough—it’s technology married with liberal arts, married with the humanities, that yields us the results that make our heart sing.”

–Steve Jobs, in introducing the iPad 2, in 2011

Space planning to adequately support each specific area of the fine arts is crucial to the delivery of the learning and performance experience. Consideration of both the performing and visual arts must be studied in order to create a balanced approach to the arts, given the expectations of the school district. Dance, theatre, art, orchestra, and band all require a thoughtful process with a team of experts who understand the connections to students, their curricula, and the spaces in which they must use as their classrooms and performance areas. This special edition of Experience Magazine: Rhythm demonstrates VLK Architects’ support of arts education, our educational expertise, and a few of our professional design solutions that continue to inspire students involved in fine arts across Texas to learn, practice, display, and perform.

“The Arts infuse education with soul and are as essential to education as are reading, writing, and arithmetic.”

William Bennett

Former US Secretary of Education

Education + The Arts ART CHANGES THE BRAIN

LET THEM DRAW AND PAINT!

The more we allow students to create, and determine their own artistic expression, the more the brain regions connect and support better motor and cognitive processing. This is important as the body acquires new skills as a student, and remains

WHY WE SHOULD DANCE

Bruskewicz (2011) LITERACY

Students with musical performance experience have higher SAT scores. Musicians better detect meaningful, informationbearing elements in sound.

REDUCES STRESS

INCREASES SELF-REFLECTION

NORMALIZES HEART RATE AND BLOOD PRESSURE

critical as we age and require recall. The creation of visual art is not only relaxing, but leads to improved interaction within the brain and may be a preventative tool for combating chronic diseases as the human body ages.

AIDS IN KINESTHETIC INTELLIGENCE

CREATES OPPORTUNITIES FOR SELF-EXPRESSION AND COMMUNICATION

TEACHES CREATIVITY, PROBLEM SOLVING, AND CALCULATED RISK TAKING

TEACHES RESPECT FOR OTHER CULTURES

UTILIZES THE SENSES

ENHANCES QUALITY OF LIFE

& OTHER MUSIC SUBJECTS

MATH

Research has shown that musical training activated the same areas in the brain that were also activated during mathematical processing. Large studies have indicated the strong association between music instruction and achievement in math. Specifically, experimental studies indicate a causal relationship between music and mathematical performance.

Bolwerk, Mack-Andrick, Lang, Dorfler, and Maihofner (2014)

In 2004, neuroscientists from seven universities gathered together to answer the following question: Are smart people drawn to the arts, or does arts education influence other important parts of cognition?

Interest in the performing arts leads to high motivation that results in sustained attention to improve, and that same attention transfers to other academic domains.

Genetics may be responsible for individual interests in the arts.

High levels of music training yields the ability to manipulate information in both the working and longterm memory. This ability applies to other areas.

Correlations exist between music training and both reading skills and sequence learning.

ART IS A MAJOR DISCIPLINE

The arts merit a place in public education equal to other disciplines. They are essential curriculum and should be studied every day.

ASSESSABLE INCLUSIVE

BRAIN-BASED HAVE SURVIVAL VALUE

CULTURALLY NECESSARY WIDE-RANGING

EFFECTS OF THE ARTS

Interest in aesthetics is related to openness.

Dance education is closely related to learning by physical practice resulting in achievement and complex actions. This may transfer to other cognitive skills.

Acting leads to improved memory and semantics.

For children, specific links seem to exist between the practice of music and skills in geometrical representation.

POSITIVE SCHOOL ENVIRONMENT

POSITIVE TEACHER-STUDENT RELATIONSHIPS

TEACHER INNOVATION

PARENT + COMMUNITY ENGAGEMENT

RETENTION OF KNOWLEDGE

MOTIVATION TO LEARN + ACHIEVE

Teachers notice stronger academic skills, increased retention, higher levels of student confidence, and more highly developed thinking skills among students involved in fine arts programs.

COGNITIVE SOCIAL COLLABORATIVE EMOTIONAL NEUROLOGICAL

DISCIPLINED + SUSTAINED ATTENTION

ACTIVE ENGAGEMENT

RISK-TAKING

PERSISTENCE

IMPROVED ATTENDANCE

EDUCATIONAL ASPIRATIONS

In 2005, The College Board reported that arts participation and SAT scores co-vary, meaning they increase linearly.

THE MORE ARTS CLASSES, THE HIGHER THE SAT SCORES.

Bruskewicz (2011)

Jensen (2001)

Ruppert (2006)

excitement

The multipurpose hall is designed to support performances, choral concerts, and lectures supported by adjustable acoustics, lightning, sound system, and audio/visual system

That’s my reward – to hear the

in someone’s voice who saw the ‘before’ and now sees the ‘after.’ It is a fine arts building, so we wanted to do something different there to enhance that sense.”

Lynn Whorton Director, Facilities Planning, Design and Construction, Lamar University

Practical Makes Perfect

The design of a performance hall is, to put it simply, a technical undertaking. For a higher education program, such as Lamar University’s accredited music degree program, it was critical to “get it right.” The existing two-story building did not meet the stringent needs of such a program in its current state. It was in need of a full renovation, but the low floor to floor structure height presented a dilemma – how do you renovate a building to feel like new and incorporate each required system when it is bound by the existing footprint and will be limited to low ceiling heights? The answer: creativity and thoughtful planning.

In order to obtain as much height as possible in the corridors, the main duct of the mechanical system was strategically located on one side of the central corridor of each floor. A ceiling treatment of angled “clouds” was used that served both practical and aesthetic purposes. The angle of the clouds allowed for the ductwork and mechanical units to be hidden from view above the low end; therefore, fitting under the existing structure. The exposed structure and components above these clouds were painted black to further enhance the illusion of height.

Designing acoustically accurate practice rooms, teaching studios, a band/orchestra hall, a recording studio, and most importantly, the performance hall, required that the majority of the walls separating these spaces be 14 inches thick and receive specific ceiling and wall treatments, as well as specialized sound-controlled doors.

This particular performance hall, Rothwell Recital Hall, was programmed as a multi-use performance space – perhaps to host a lecture, choral rehearsal, or a recital, to name a few. With that in mind, the design of the space had to respond.

Project

Lamar University

Music Building Renovation

Client

Lamar University

Texas State University System

Principal-in-Charge

Ken Hutchens, Chief Creative Officer

Students transition throughout their educational career from level to level. For those students involved in the arts, each transition allows them to refine their skills, power their passion, and become more expert.

Transition to higher education requires a learning environment that prepares students for a professional career. Performance becomes the springboard.

Student lounge area with natural daylighting along corridor

Melissa E. Fleming, AIA, VLK Principal

Renovation of the building included removing a portion of the second floor to create an inviting atrium entrance, allowing an abundance of natural light to enter the building on both floors

View of multi-use room from choir risers. The room features mesquite end-grain wood block flooring

The recording studio features mesquite end-grain flooring and mesquite wood strips on the walls with absorbative material behind them and above; sessions are controlled from the adjacent control room

How do you renovate a building to feel like new and incorporate each required system when it is bound by the existing footprint and low ceiling heights?

THE ANSWER: CREATIVITY AND THOUGHTFUL PLANNING.

First, it incorporates an in-the-round design which allows for an audience to be engaged with the presentation at hand, whether it is a lecture or a performance. To further accommodate a lecture-type environment, a “flying wall” descends from the ceiling as a backdrop for a speaker. Multiple viewing screens allow for classroom use from different seating areas within the hall. Angled wall protrusions enhance the acoustics of the space, while curtain tracks extend the length of the room, providing options for varied acoustical needs.

The attention to detail did not cease with the technical requirements. The aesthetics of these spaces were specifically designed and selected to work hand-in-hand. The mesquite wood flooring, laid block by three inch block, was selected for its beauty and exquisite end grain cut, as well as its acoustics and durable qualities. The fabric selection for the fixed audience seating exhibits the playful sense of the room, while providing an absorbent material in the room. The use of “clouds” again in this room – suspended geometric shaped ceiling panels – offer a dynamic experience for the audience, while accentuating and deflecting the sounds of the room as designed.

YOUR FACILITY CAN BE THE STAR OF THE SHOW

Currently, every spring, over 14,000 Texas high school students complete more than 300 One-Act-Play (OAP) competitions in Texas. This competition is considered to be the catalyst for education and community theatre. A verue to practice and host a OAP competition is vital to the success of the students’ performance. By understanding the aspects of a OAP, a desired solution will be achieved.

ARRIVAL & STORAGE

Teams are on a mission when they arrive, each knowing what to unload, and how to best leverage their items for maximum storage with prioritized placement so that time can be effectively utilized when it is their turn to compete. When teams arrive, they should have adequate space to safely unload equipment, props, and costumes, and have easy access to a designated storage area. Each team should have equitable storage areas available. Many times, the props also include large pieces of furniture to establish the set. Ample and equitable storage may mean spaces large enough for couches, tables and chairs.

DRESSING ROOMS

The OAP contest site should have separate male and female dressing areas for at least four competing teams at one time with proper lighting, mirrors, and restrooms for a cast and crew of 24 students. Dressing room facilities should be located relatively near the stage, as valuable time can be lost if teams are required to walk a great distance within the facility. This is crucial, as many plays require costume changes between scenes. Comfortable temperatures within the dressing rooms are necessary to offset the intense lighting during this critical time of preparation for students.

STAGE

The stage must be prepared for a 24 student team. The space is active as timed preparation occurs by crew and technicians as the stage is set. Violation of time allocation means disqualification. A small stage with limited wing space can be uncomfortable and even dangerous for actors and the technician crew, as well as work against time requirements. The stage should be a minimum of 20 feet deep from the main curtain line to the upstage curtain or cyclorama, and have a proscenium width of at least 30 feet. Wing space equal to half of the proscenium width is required (minimum of 15’x 20’). TIME

Adjudicators are masters at strict timekeeping, as well as critique. Teams have only seven minutes for setup of the official UIL Unit Set (see diagram), which contains 28 neutral scenic pieces including steps, flats, ramps, platforms, and pylons. After a maximum 40-minute performance, the crew again has only seven minutes to strike the set before the next team takes the stage for the competition to continue. Proper wing space makes this a smooth and safe transition for students.

AUDITORIUM

The UIL requires a minimum of 250 seats for a OAP competition venue, but more are needed as teams are encouraged to watch all of the performances as a part of their own learning and critique process. As many as 12 teams of 24 students each compete in a typical regional competition, which quickly adds up to 288 students plus directors, friends and family. It is not uncommon for a 700-seat theater to fill up quickly. A designated zone should be reserved, and clearly marked, for the adjudicators, so they can have a clear view of the performance without distractions. Theater seating should be sloped to provide clear sight-lines to the stage, which should be a minimum of 40 inches above the auditorium floor.

A unique pattern on the auditorium ceiling and walls accommodates both acoustics and aesthetics

specialized

A black box theatre serves as

performance space as well as rehearsal space

A Sound Design

Project

Timber Creek High School

Client

Keller ISD

Principal-in-Charge

Leesa Vardeman, AIA, Principal

Keller ISD has high expectations for the fine arts experiences of their students. Timber Creek High School is the fourth and most recently constructed high school in Keller ISD. The performing arts programs occupy their own section of the building and cover 44,000 sf, which is 10% of the entire campus. To say that fine arts are important in Texas would be an understatement. This portion of the building was constructed with sand-filled, load-bearing concrete masonry units to further increase acoustic performance. The rooms were arranged with specific attention to buffering the performance and rehearsal areas with support spaces such as instrument storage, offices, and classrooms to prevent unwanted noise from entering or exiting the spaces.

The band and choir areas feature large rehearsal spaces, large and small ensemble rooms, instrument and uniform storage, and sound-proof Wenger practice rooms. The drama program includes a flexible black box theatre, classroom, prop storage, costume storage, and dressing rooms.

Chad M. Davis, AIA, Senior Associate

The central showpiece of the performing arts program is the 800-seat auditorium. An intricate basket weave pattern of wood panels create optimal acoustics and a stunning visual impression. The auditorium design received a special detail award from the Fort Worth Chapter of the American Institute

of Architects. The

Right: Detailed view of the intricate basket-weave pattern of acoustic wood panels; a motorized rigging system provides safety and optimal control; band students practice in their large rehearsal space

Left: A series of diagrams explaining the sound design concept at Timber Creek High School

VLK paid special attention to the needs of our Fine Arts spaces. They were well versed in the newest available technologies and worked to ensure we had aesthetically beautiful spaces with all the functionality we needed.”

Kim Blann Director of Fine Arts Keller ISD

generous pre-function space includes a ticket booth and separate concession area. Visitors enter the auditorium through a pair of ramps that function as light and sound traps to eliminate interruption of performances when the lobby doors are opened, protecting both the student performers and the audience. Although the large stage includes a full orchestra pit, removable band shell, and a temperature controlled piano storage room. Support spaces include a dimmer and AV room, projector booth, follow spot rooms, and a lighting catwalk. The control room is designed large enough to accommodate an entire class of students, so lighting and sound board operation can be taught as well as managed throughout a production. A motorized rigging system on the stage provides optimal safety for student operation as well.

PERFORMANCE SPACE

Space for performing and rehearsal - each designed according to its unique acoustic requirements and individual educational environment.

AUXILIARY SPACE

Supports not just the performance area, but the production itself. These spaces include restrooms, concessions as well as scene shop, green room practice rooms, and dressing rooms.

BACK OF HOUSE

This allows acoustical separation for the stage and auditorium, as well as circulation to and from the auxiliary spaces during performances.

FRONT OF HOUSE

This allows for public access to the auditorium and serves as the primary egress. Area includes lobby for ticketing and concessions, as well as queuing before and after performances.

Intertwined Academic and Cultural Experiences

Sloan Harris, Chief Executive Officer & Partner

Project

Fort Worth STEAM Academy

Client

Fort Worth ISD

Principal-in-Charge

Sloan Harris, Chief Executive Officer & Partner

Bringing together academic expectations with a cultural experience makes for a unique opportunity. The proposed Fort Worth ISD STEAM Academy would bring these two ideas together in order to facilitate instruction while providing a venue in a unique urban area adjacent to Fort Worth, Texas’ Cultural District for a variety of performance types. With a focus on Science, Technology, Engineering, the Arts, and Mathematics instruction, the idea of an academy approach was conceived, with a variety of specialized performance spaces designed to accentuate the academic content provided in each academy area. Academy spaces and performance areas work together in a stacking notion to offer ease of academic and performance integration.

The monumental stair and street plaza were designed with the flexibility to support community events, as well as unique learning opportunities

Bottom: “exploded axonometric” view showing how all the pieces of the program work together

The site for the facility would allow for community integration with a plaza, adjacent streets, and the City of Fort Worth creating a shared environment for both students and adults. Great performance venues have the intentional expectation of a community experience, and this prospect led the design thinking of this project. Design decisions considered the streets that would feed the foot traffic existed in the city. Therefore, intentional traffic planning was achieved in order to suggest comfortable engagement with the street and a connection to the Academy as a part of the extended Cultural District. The lobby areas visually connect the street to the Academy beckoning entry with a monumental stair. Outside, a plaza stair creates an outdoor room and also serves as a performance space with tiered seating for the audience. When not in use for performance, this outdoor area is also appropriate for a casual lunch. Bordering streets also become a perfect place for street festivals and celebrations. The opportunities are limitless. Moreover, the suggestion of integrating the mission and intentions of the Fort Worth Cultural District could be supported. The architecture responds to the anticipated curricula, and works to support the deliberate function of the building. The massing articulates the program of spaces, and musicality is apparent in the exterior character of the building. Academic wings provide students views of the city. Thoughtful consideration was given to student parking and parent drop offs, as well as community parking for events. In all cases, patrons will experience the prominent entry to the facility. A single and clearly identifiable entry gestures access for the unique encounters that will be experienced, beginning with the vestibule which provides the connection to each specialized academy area, each with its own reception space.

After-hours events for additional intended spaces are also provided separate and secure entry areas. The facility easily hosts a variety of evening events, inviting community use.

The auditorium, assembly rooms, black box theater, and little theater all have prefunction spaces to anticipate performance needs. The scene shop, prop storage, and stage of the concert hall are provided a service dock, allowing for travel ease. Visual Art studios are located on the first level with access to a courtyard for sculpture work, accessible by garage doors. Digital Arts work studios are also provided, and kiln rooms and ample storage support the programs.

The library serves as the heart of the Fort Worth STEAM Academy. It intended to be the gathering place of all academic content and performance interest groups. Adequate charging stations will provide student technology support regardless of their type or brand. The space was designed to foster the use of a variety of instructional approaches. Providing interest for both students and community, large windows in the library provide observation of rehearsals, displaying students’ talents.

Ample areas for catering needs are accessible for each academy, with a central kitchen allowing for food preparation and distribution throughout the facility. The cafeteria and outdoor terrace support dining as well as more formal opportunities, such as receptions. The terrace offers a view of the surrounding park areas and the Fort Worth Cultural District.

Integration of academics and performance resulted in the intertwined and inseparable connection between the two concepts. Use of this proposed flexible use facility can be accomplished around the clock with strong connections to the Fort Worth community and an appreciation of the arts. This venue, with its focus on education, will contribute to the already recognized status of the Fort Worth Cultural District.

“I understand how one additional second of reverberation time impacts the listener...and the importance of a whisper-quiet space to make band recordings to send to competition.”

Chad Davis, AIA, Senior Associate

A Lifetime of Music

Some of my favorite projects in my more than 20 years at VLK have been performing arts facilities. Like many people, when I entered the 6th grade, I had the opportunity to select a band instrument to play. Growing up watching Doc Severinsen lead the Tonight Show Band with Johnny Carson with his high notes blasted on the trumpet was enough to get me hooked. I played the trumpet from 6th grade, through my years at Westlake High School in Austin, and even three years of college at the University of Texas at Arlington. I was privileged to have had great band directors at every step. I’m passionate about performing arts because I’ve lived it myself. I’ve had the 6:45 AM jazz band rehearsals, the August marching band practice in the school parking lot, and the 2:00 AM bus trips home from out-of-town football

games. I’ve unloaded equipment in the dark, sold chocolate to fund band trips, and stood on the stage and played the trumpet solo in a fast-paced jazz number. I understand how one additional second of reverberation time impacts the listener. I understand the importance of a whisper-quiet space to make band recordings to send to competition. Music continues to be a great influence in my life. On my bedside table sits a copy of “How Music Works” by David Byrne, a book from which, I continue to learn and find inspiration. Now, my 14-year-old daughter plays the flute in the Birdville High School band, so Friday night football games have kicked off a new generation of musical tradition for our family. I look forward to living it all over again through her performances.

Above Birdville High School participates in a Marching Band competition, 2015 Inset Westlake High School Marching Band, circa 1989

Chad M. Davis, AIA, Senior Associate

MIDLOTHIAN ISD Midlothian Heritage High School

Midlothian ISD had the unique challenge of needing a performance space and a cafeteria space, but could not afford to build a stand-alone auditorium in the first phase of their second high school.

This project was approached seeking the maximum flexibility within the budget constraints. A “World Class Cafetorium” was the answer. This one-of-a-kind venue features a flat floor cafeteria with a full black box theater serving as the stage. A vertical folding sound-proof partition separates the black box theater from the cafeteria so the spaces can be used simultaneously without interruption. Large curtains can be drawn to block off the view of the kitchen serving lines to create a very nice performance venue.

SOCORRO ISD Socorro High School Reconstruction

In 2017, the Socorro community choose to call for an election to address growth, but also to address some of the needs at some of its legacy campuses. The reconstruction of Socorro High School was the pinnacle of that effort.

During the design of the phased reconstruction of Socorro High School, it was determined that the envelope of the auditorium was reusable but needed a total redesign inside, including a new fly-loft. The resulting design will showcase the school’s proud fine arts program with updated facilities that utilize the latest innovations in technology and acoustic performance.

EAGLE MOUNTAIN SAGINAW ISD Saginaw High School

Saginaw High School in Eagle Mountain-Saginaw

ISD includes a dramatic auditorium space clad with stone walls. The color combination of the cream colored stone walls and the bright red theater seats gives it a unique feel.

The auditorium has its own exterior lobby entrance for public access for after-hours or weekend events. Once visitors pass through the ramped light and sound traps, they enter into the fan-shaped auditorium house. Two catwalks offer maximum flexibility for lighting. The project also includes a black box theater with a second level walkway for easy access to the lights.

DENTON ISD Guyer High School

The fine arts suite at Guyer High School is located just inside the main entry to the school. The generous lobby serves as the pre-function area for the 800-seat auditorium. The school includes rehearsal space for choir, orchestra, and band programs.

The orchestra hall and band hall are two story spaces with access to second level soundproof practice rooms and storage. Motorized rigging systems on the stage offer a safe training environment for students. The technical components of the auditorium include dual catwalks, dual follow spot rooms and a centralized control room that is large enough to teach an entire class.

EAGLE MOUNTAIN - SAGINAW ISD Chisholm Trail High School

The 1,000-seat auditorium is laid out in a four aisle configuration. The steeply raked seating improves sight lines and creates additional storage area under the seating. A unique feature in this project is the open sound booth in the center of the auditorium.

This provides an enhanced connection to the performance for the technical staff. A silent HVAC system design in the auditorium ensures the best recording environment. The large stage features a 50’ wide proscenium opening, large wing space for band shell storage, and an orchestra pit. The scenery shop has direct access to both the stage and the black box theater.

A unique feature in this project is the open sound booth in the center of the auditorium. This provides an enhanced connection to the performance for the technical staff.

WALLER ISD New Waller High School

The new Waller High School is a replacement campus that will be built on the property adjacent to the current Waller High School.

Project will include the new high school, as well as additional athletic facilities, new buildings, renovations of 20,000 sf of existing buildings, reconfiguration of the existing baseball and softball complex, a new track and field complex with an integral soccer pitch. Once complete students will be instructed in a rich learning environment that supports next generation learning and provides opportunity to a variety of settings in which to explore subjects and create projects. The existing high school will be retrofitted for a junior high campus and will share site amenities with the high school.

DENTON ISD Ryan High School Additions & Renovations

The Ryan High School Additions and Renovations addressed growing facility needs for the district for years to comes.

The project includes the addition of an Auditorium and supporting amenities for both district families and students to provide a state of the art fine arts facility that will lead to greater opportunities.

Renovations include the existing fine arts facilities, food service facilities, cafeteria, consumer science labs, ROTC classrooms, Ag shop, baseball field, practice field, tennis courts, and athletic throwing events to bring them up to par with new Denton ISD standards.

The project also includes renovations and upgrades of existing finishes, paving, exterior building elements, and mechanical, electrical and plumbing systems.

KRUM ISD Krum High School

The addition to Krum High School included a new auditorium and all of its support spaces. A new lobby with ticket booth and public restrooms was created between the existing cafeteria and the new auditorium.

Large dressing rooms with mirrors, good lighting, and plenty of counter space are provided adjacent to the stage. The scenery shop is in an ideal location so it has direct access to an exterior loading dock as well as direct access to the stage and prop storage areas.

SHERMAN ISD New Sherman High School

As the district’s only comprehensive high school the campus will include core academic spaces, indoor and outdoor athletics, fine arts, and an extensive array of Career and Technology shops and labs.

The Fine Arts at Sherman High School will feature a dedicated entrance to this area. It will include an auditorium, band, orchestra, and choir facilities, as well as an art classroom with outdoor access. There will also be a number of practice rooms that will be shared across multiple groups.

WEATHERFORD ISD Jerry Durant Auditorium at Weatherford High School

The Jerry Durant Auditorium is the heart of Weatherford High School and the heart of the community. When VLK began the design of Weatherford High School, the client expressed the need for a large public venue in Parker County.

There was no location in town large enough to hold graduations, lectures, plays, or other public events. Any time there was a large event, it had to be held in Fort Worth. Additional funding provided by Jerry Durant allowed the size of the auditorium to increase from the typical 800 seats to over 2,000 seats. Once an auditorium increases over 1,000 to 1,200 seats, a balcony should be considered to provide better sight lines and to bring the audience closer to the stage. Due to its size, a large balcony was included in the design.