Multi-arts facilities
Many year 1–8 schools, and secondary schools with small numbers of senior students enrolled in the arts, develop facilities designed to cater for more than one of the performing arts. These spaces are most often used for drama and dance, but some are used for music as well and possibly for other activities (such as assemblies and physical education for younger students).
A multi-arts space can be an interim measure to provide a suitable environment for dance and drama until additional or more specialised spaces can be afforded.
While it is possible to provide adequate facilities, there will always be compromises. For example:
- a floor area that is large enough for dance may be too spacious for a music class, and the acoustics could be poor for some music work
- while drama and music teachers may prefer a carpeted floor, this becomes unsuitable for dance after the first few year levels.
Basics of a multi-arts facility
Because most schools are interested in multi-use spaces suitable for dance and drama, the following list focuses initially on the needs of those disciplines. Specific comments about music and performance spaces are given at the end.
Size: A working floor area of at least 80 square metres is suggested. Some schools join two prefabs – it is best to join the rooms side by side to avoid a long narrow space. If the space is larger it can be used as a simple performance space and for a broader range of other school activities.
Floor: The type of floor is often a dilemma because of conflicting needs. It should not be concrete, and a sprung floor is preferred for dance. Some schools have achieved a compromise between the needs of dance and the other arts by having half the floor timber and the other half carpeted. Possibly better is a full sprung floor to meet dance requirements and a supply of carpet or matting to provide a more comfortable surface for other activities (but with ample storage to make its removal simple).
Height: The ceiling needs to be at least 3 metres high. This is the minimum for lively teenagers for dance. Note that this is difficult to achieve with prefabs.
Storage: Ample storage is essential. A storage room needs to cater for platforms, props, costumes, screens, curtains, lights, etc. This storage area should open directly onto the working area through wide (maybe bi-fold) doors. It should also open to the outside.
Audiovisual and ICT equipment need secure storage accessible directly from the main space. A large lockable cupboard off the floor and recessed into a wall is best.
Lighting: Both natural and artificial lighting is best for the working space. Windows should be high (above 2 metres) to keep walls clear, but not in the roof because skylights are difficult to black out. For safety, ceiling lights should be recessed or close to the ceiling, not hanging.
For theatre lighting, simple lighting grids and stage lights are fine. It is advisable to house control equipment in a lockable cupboard that is recessed into a wall. Three-phase power is needed for stage lighting.
Walls: At least one of the walls should be bare, and other walls should have no protrusions. It is best if windows are higher than about 2 metres. There should be at least two exit doors, perhaps three. (If the space will be used for performances, a minimum of two doors is required for fire safety reasons.)
Curtains: You need curtains that can be drawn to create blackout, and other curtains suitable for creating backdrops and wings. An effective approach is to attach tracks or rods to the ceiling, about 1 metre from the walls.
Sound: A sound system with speakers in all four corners of the space is useful. The controls need to be housed off the floor so they are not affected by vibrations, and in a lockable cupboard (recessed into a wall) for security. Plenty of power points are needed for all the equipment.
Screen: A projection screen angled well above the floor (or a mobile or retractable screen) with ready access to a data projector and laptop computer is useful. The projector needs to be fixed in a high/secure place, and the computer in a lockable cupboard recessed into a wall.
Location: The room should be sited to avoid disturbing other classes. If changing and storage rooms are built around the outside walls of the main space they will provide some natural soundproofing.
Changing rooms: Students need areas to change and leave their personal effects – there should be no clutter in the working area. It is best to aim for simple changing rooms (with water laid on) opening off a foyer into the working space.
Teacher spaces: Teacher work and resource storage spaces that open into the main teaching space but are also accessible from outside are most useful. Equipment such as portable video and audio recording gear and first aid material could also be stored in this area.
Music needs
If your multi-arts space is to be used by music classes, it should also have these features:
- simple tables and chairs (other subjects will need these at times as well) and somewhere to store them
- provision for a piano and/or electronic keyboard – perhaps with storage in a lockable room opening onto the main teaching space
- separate and additional storage for instruments – most musical instruments are more fragile and cumbersome than dance and drama equipment. A separate, lockable storage room with large bi-fold doors opening directly onto the teaching space is ideal.
Performance needs
If your multi-arts space is to be used for performances, it should also have these features, especially if the public are likely to visit:
- kitchen and toilet facilities
- stage access and backstage space for performers
- some workshop/set preparation facilities
- easy access for moving audience seating (which might or might not be stored within this building)
- emergency exit doors (to meet fire safety requirements)
- audience facilities, like coat storage and ticket booth.
For an example of how all these features could be combined, see the 'Floor plan' page.