DESIGN GUIDE: MUSIC AND DRAMA CENTERS
CHAPTER 2: SELECTING ACTIVITIES
1. Every kind of performance and the production
activities required to implement it.
At this point, certain activities will have emerged
2. Developmental activities that can lead to per-
as strong candidates, perhaps as alternative de-
formance or to supporting resources.
velopment strategies. This is a good time to re-
view preliminary findings with the installation
3. Educational and recreational activities
command and planning board to gain initial sup-
port for the developing rationale.
Some of these activities are shown in Table
2-4.1. The requirement of balanced program-
Command feedback will indicate the influence
ming (AR 28-1) means that some of each cate-
of plans and priorities set at higher levels of au-
gory shall be implemented at every installation.
thority. It may also include meaningful new con-
However, the order of selection and emphasis
siderations to be followed up, related to the in-
for the central facility (MDC) shall correspond to
stallation's current and future mission. For
this categorization. Unit-level centers balance
example, a trend toward technical specialization
this by taking the reverse order.
will introduce increased numbers of personnel
with higher educational levels, perhaps older
with established families.
B. APPLY GOALS
E. APPLY CONSTRAINTS
Examine each activity or cluster of activities in
terms of the Program Emphasis issues (2-3b)
and rearrange by priority within each category.
High value primary activities must be dimen-
It may be helpful to employ a score-keeping sys-
sioned in terms of physical and budgetary con-
tem, mapping activities against positive values
straints. A firm resolve may be required at this
by assigning a range score of 0 to 3, for example.
critical point. Consult general criteria for space
This is simply a method for making cumulative
allowances (DOD 4270.1-M) and, using basic cri-
notes of individual judgments, It recognizes that
teria developed in Chapter 3 of this Guide, esti-
each analyst may have a different interpretation
mate production and performance facilities
of activity names. A sample is shown in Figure
needed to accomplish primary activities.
Also consider the staff available in comparison
with the staff needed. AR 28-1 recommends
C. ADJUST TO CONTEXT
minimum activity standards (Table 2-4.2) that
can serve as an indicator of bottom line staff and
Check this ordered list against MSA mission
operating budget for a functioning program.
goals (AR 28-1 and 2-3a of this Chapter) to eval-
Consult installation records and HQDA for as-
sistance in the realistic appraisal of various pro-
here that unique local conditions come to the
duction costs. Compare these to anticipated at-
fore. An evaluation of current interest in various
tendance and participation levels projected from
activities will be helpful. Also, determine if ex-
data assembled in 2-4d. above.
posure to new performance types and public in-
formation campaigns would develop interest. A
It is very likely the preliminary program will ex-
survey or interviews with operators of neigh-
ceed constraints and require reduction in scope.
boring facilities, to assess their capabilities and
In this case, the major guideline is to resist
plans for the future, will set baseline expectations.
across-the-board reductions. It is most important
that primary activities be accomplished well,
Consult reputable opinion polls, such as the Har-
with fully adequate technical facility support.
ris Poll of Music and the Arts, as well as surveys
conducted within the military community. Re-
The requirement of balanced offerings cannot be
gard all such information realistically; published
ignored, but within that framework, develop-
ment of at least one chosen performance activity
been taken in a context entirely different from
as the primary use of an MDC is essential to
that in which it is read. The thrust of this inves-
ensure a high level of production quality, audi-
tigation is to estimate the level of activity that is
ence appreciation, and consequent interest in
implementable now and in the future.
participation and skill development. Identify the
primary program elements that can be main-