,,bulletin ,no4 #aef ,home ,economics ,series ,no4 #ac ,,the ,,teaching ,,of ,,art ,,related ,,to ,,the ,,home ,,suggestions ,,for ,,content ,,and ,,method ,,in ,,related ,,art ,,instruction ,,in ,,the ,,vocational ,,program ,,in ,,home ,,economics ,,june1 #aica ,issued by the ,federal ,board for ,vocational ,education--,washington1 ,d4 ,c4 ,,the ,,teaching ,,of ,,art ,,related ,,to ,,the ,,home ,,suggestions ,,for ,,content ,,and ,,method ,,in ,,related ,,art ,,instruction ,,in ,,the ,,vocational ,,program ,,in ,,home ,,economics ,,june1 #aica ,illustration ,,united ,,states ,,government ,,printing ,,office ,,washington3 #aica ,for sale by the ,superintendent of ,documents1 ,washington1 ,d4 ,c4 ,price #bj cents ,,federal ,,board ,,for ,,vocational ,,education ,,members ,william ,n4 ,doak1 ,chairman ,secretary of ,labor ,robert ,p4 ,lamont1 ,secretary of ,commerce4 ,arthur ,m4 ,hyde1 ,secretary of ,agriculture4 ,wm4 ,john ,cooper1 ,commissioner of ,education4 ,edward ,t4 ,franks1 ,vice ,chairman1 ,manufacture and ,commerce4 ,perry ,w4 ,reeves1 ,labor4 ,claude ,m4 ,henry1 ,agriculture4 ,john ,s4 ,shaw1 ,secretary and ,chief ,clerk ,,executive ,,staff ,j4 ,c4 ,wright1 ,director ,charles ,r4 ,allen1 ,educational ,consultant ,john ,cummings1 ,chief1 ,statistical and ,research ,service ,,vocational ,,education ,,division ,c4 ,h4 ,lane1 ,chief1 ,agricultural ,education ,service4 ,adelaide ,s4 ,baylor1 ,chief1 ,home ,economics ,education ,service4 ,frank ,cushman1 ,chief1 ,trade and ,industrial ,education ,service4 ,earl ,w4 ,barnhart1 ,chief1 ,commercial ,education ,service4 ,,vocational ,,rehabilitation ,,division ,john ,aubel ,kratz1 ,chief1 ,vocational ,rehabilitation ,service ,,contents ,page ,,foreword ,,vii ,,section ,i4 ,introduction #a ,,section ,,ii4 ,purpose of the bulletin #d ,,section ,,iii4 ,determining content for a course in art related to the home #aj ,place of art in the vocational program in home economics #aj ,objectives for the teaching of art #ab ,essential art content #ad ,home situations for which art is needed #ag ,,section ,,iv4 ,suggestive teaching methods in art related to the home #bb ,creating interest #bb ,discussion of method in the teaching of art #bi ,suggested procedure for developing an ability to use a principle of proportion for attaining beauty #cd ,suggested plan for the development of an understanding of the principle of proportion and its use #cd ,details of lesson procedure #ce ,series of suggested problems to test pupils' ability to recognize and use the principle of proportion just developed #ch ,further suggestions for problems1 illustrative materials1 and assignments #dj ,class projects #db ,notebooks #dc ,the place of laboratory problems #df ,field trips #ec ,measuring results #ee ,evidences of the successful functioning of art in the classroom #ee ,evidences of the successful functioning of art in the home #eh ,home projects #ff ,suggestive home projects in which art is an important factor #fh ,,section ,v4 ,additional units in art related specifically to house furnishing and clothing selection #gb ,,section ,,vi4 ,illustrative material #ge ,purpose #ge ,selection and sources #ge ,use #gg ,care and storage #gi ,,section ,,vii4 ,reference material #ha ,use of reference material #ha ,sources of reference material #ha ,bibliography #hb ,,index #he ,,figures ,page #a4 ,an arrangement of wild flowers and grasses and a few books placed on a blotter on a typewriter table in front of an inexpensive india print may furnish a colorful spot in any schoolroom4 ,note the effective use of the screen in concealing a filing case #g #b4 ,a bulletin board on which it is necessary to use a variety of materials adds to the appearance of the room when these materials are well arranged and frequently changed #h #c4 ,pupils in a ,nebraska high school try out different flowers and arrangements #i #d4 ,in a ,nebraska high school a screen was used in an unattractive corner as a background for an appreciation center #bd #e4 ,the simplest school furnishings can be combined attractively4 ,a low bookcase1 a bowl of bittersweet1 and a passe partout picture as here used are available in most schools #bf #f4 ,a few pieces of unrelated illustrative material may be grouped successfully in bulletin-board space #bh #g4 ,sprouted sweetpotato produced this attractive centerpiece for the home table #bi #h4 ,glass-paneled doors open from the dining room directly into a main first-floor corridor in the high school at ,stromsburg1 ,nebr4 #cj #i4 ,the dresser as found in the dormitory room #dc #aj4 ,the same dresser after the class in related art had remodeled and painted it #dc ,,charts #a4 ,suggestions for use of this bulletin by teachers #e #b4 ,analysis of the value of notebooks in art courses #dd #c4 ,types and sources of illustrative materials #gf ,publications of the ,federal ,board for ,vocational ,education relating to home-economics education #hi ,,foreword ,since the organization of the vocational program in #aiag the teaching of art in its relation to the home has been recognized as an essential part of the home-economics program4 ,great difficulties have been experienced in securing adequate instruction in this field4 ,many schools1 especially in the rural communities1 employ no art teachers4 ,in such schools the only art instruction is that given by the regular home-economics teacher1 and is commonly reduced to a minimum of applicable content4 ,the teaching of art has dealt too exclusively with the creation of artistic things1 and it is not easy to change the emphasis over into the field of appreciation and discriminating selection4 ,clothing1 home planning and furnishing1 care of the sick1 serving of foods1 care of children1 and family relationships1 all have an art side4 ,the successful discharge of household responsibilities is conditioned largely upon a perception of this truth4 ,there has been a dearth of teachers prepared to teach art in its application to homemaking4 ,in the last decade1 however1 several of the institutions approved for training vocational teachers of home economics have introduced courses in this field1 and the number of such institutions is increasing4 ,this bulletin was prepared under the direction of ,adelaide ,s4 ,baylor1 chief of the home economics education service1 by ,florence ,fallgatter1 ,federal agent for home economics in the central region1 assisted by ,elsie ,wilson1 a member of the home economics teacher-training staff of ,iowa ,state ,college4 ,the ,federal ,board for ,vocational ,education and ,home ,economics ,education ,service appreciate the cooperation of ,state supervisors1 members of teacher-training staffs1 vocational teachers1 and art teachers both in the schools and colleges1 and their contributions of material for this study4 ,it has been undertaken to meet a demand expressed very generally during the last #ad years by teaching staffs for assistance in adapting art instruction specifically to homemaking1 to the end that all instruction for homemaking may be made more effective4 ,j4 ,c4 ,wright1 ,director4 ,,the ,,teaching ,,of ,,art ,,related ,,to ,,the ,,home ,section ,i ,,introduction ,all art is life made more living1 more vital than the average man lives it--hence its power4 ,taste1 unlike genius can be acquired2 and its acquisition enriches personality perhaps more than any other quality4--,e4 ,drew4 ,professor ,whitford#a bases his book1 ,an ,introduction to ,art1 on two hypotheses3 7#a7 ,that art is an essential factor in twentieth century civilization and that it plays an important and vital part in the everyday life of people2 7#b7 that the public school presents the best opportunity for conveying the beneficial influence of art to the individuals1 the homes1 and the environment of the people4 ,in keeping with this present-day philosophy1 the introduction of art instruction into the public schools is increasing4 ,through the influence of home economics1 a field of education in which there is an urgent need and wide opportunity for practical application of the fundamental principles of art1 art instruction is finding its way into many of the small schools as a definite part of the vocational programs4 ,whitford#b refers to this present-day trend in home economics as follows3 ,at first there was very little articulation between the courses in art and the courses in industrial art or household art4 ,at the present time we realize that these courses are all related1 and all work together through correlation and interrelation to supply the child with those worth while educational values which aid in meeting social1 vocational1 and leisure-time needs of life4 ,not until all girls in the public schools can have their inherent love for beauty rightly stimulated and directed may we look forward to a nation of homes tastily furnished and artistically satisfying or of people who express real genuineness and sincerity in their living4 ,with the inception of the vocational program in home making through the passage of the ,smith-,hughes ,act by ,congress in #aiag1 art was recognized as one of the essential related subjects4 ,thus1 in the majority of the schools that have organized vocational homemaking programs1 art has been included as a part of these programs and an effort has been made to apply the principles of art to those problems in everyday life in which beauty and utility are factors4 ,the aim has been to develop in girls not only an understanding of these principles but also an ability to use them intelligently in solving many of their daily problems4 ,therefore the teaching of art in home economics courses is primarily concerned with problems of selection and arrangement4 ,the girl as a prospective home maker needs to know not so much how to make a pattern but how to choose one well2 not how to make a textile print but how to select and use it2 not how to design furniture but how to select and arrange it2 not how to make pottery but how to select the right vase or bowl for flowers4 ,at the same time1 teachers of related art in vocational schools have endeavored to show that true art is founded upon comfort1 utility1 convenience1 and true expression of personalities as well as upon the most perfect application of art principles4 ,considerable emphasis has been given1 therefore1 to a consideration and utilization of those material things that afford opportunity for self-expression4 ,the importance of such self-expression is stressed in the following words by ,clark ,b4 ,kelsey3#c ,the home expresses the personalities of its occupants and reveals far more than many realize4 ,it stamps them as possessing taste or lacking it4 ,thinking men and women want backgrounds that interpret them to their friends1 and they prefer that the interpretation be worthy4 ,they also want them correct for their own personal satisfaction4 ,in art courses that are related to the home1 an attempt is made to build up in girls ideals of finding and creating beauty in their surroundings and to bring them to the point where they can recognize fitness and purpose and see beauty and derive pleasure from inexpensive and unadorned things that are available to all homes4 ,mr4 ,cyrus ,w4 ,knouff#d has well expressed something of the importance of such a practical type of art training as follows3 ,show the people through their children that one may dress better on fifty dollars1 understanding art principles1 than on five hundred dollars not understanding symmetry1 design1 color1 harmony1 and proportion4 ,with this knowledge you furnish a lovelier home on five hundred dollars than on five thousand without it4 ,get your art away from the studio into life4 ,teach your children the gospel of beauty and good taste in their letter writing1 their picture hangings1 their clothes1 everything they do4 ,since the vocational program also provides class instruction for women who have entered upon the pursuit of home making1 as well as for girls of school age1 there has been some opportunity to extend art training to these women through adult classes4 ,an attempt has been made in classes in art related to the home1 home furnishing1 and in clothing classes to give a training which will help them to better appreciate the influence upon family life of attractive and comfortable homes1 of careful selection and arrangement of home furnishings1 and of intelligent purchasing and selection of clothing4 ,for the girls who have dropped out of school and have entered upon employment1 part-time classes have been organized under the vocational program4 ,to these the girls may come for a definite period each week to secure such instruction as will further extend their general education1 better prepare them for their present work1 and also improve their home life4 ,to the extent that the employed girl improves her personal appearance1 makes her living quarters more attractive1 and enjoys the finer things of life she is more valuable to her employer and is an asset to society4 ,much has been accomplished in this direction but there is a large opportunity in most of the ,states for more definite attention to such needs of the employed girl4 ,section ,,ii ,,purpose ,,of ,,the ,,bulletin ,the aim of related art education is to develop appreciation and character through attempting to surround one's self with things that are honest and consistent as well as beautiful4--,goldstein4 ,the vocational programs in homemaking are designed for girls over #ad years of age in the full-time day schools1 many of whom do not complete high school or do not have opportunity for more than a high-school education2 for those young girls1 #ad to #ah years of age1 who having dropped out of full-time school can attend the part-time schools2 and for women who are in position to attend adult homemaking classes4 ,the provision of time in the programs for related subjects as well as for home-economics subjects covered in these three types of schools has made it possible to develop the principles of art and science as more than abstract theories4 ,in this way these principles become fundamental to the most successful solving of many of the problems in home economics4 ,the fact that these principles may be applied repeatedly in many different home-life situations means in turn a very much better understanding and subsequent use of them4 ,through the comparatively few years in which these vocational programs have been in operation1 teachers in all ,states have attempted with some success to give an art training that is both practical and vital to young girls and women4 ,they have1 however1 been confronted with many baffling problems4 ,some of these have been considered by committees on related subjects and an urgent request was made by one of these committees that a more detailed discussion of these problems be published4 ,it is the purpose of the bulletin to point out some of the most significant problems in connection with art courses that are related to the work in homemaking and to present the pooled thinking of various groups upon them to the end that girls and women may know how to make their homes attractive even with limited incomes and how to choose and wear clothing effectively and becomingly4 ,some of the questions to be answered in an attempt to solve these problems are3 #a4 ,what should be the place of art in the homemaking program8 #b4 ,what are pupils' greatest art needs8 #c4 ,what classroom training will help meet these needs8 #d4 ,what are the best methods to use in teaching art8 #e4 ,to what extent will laboratory problems function in meeting pupils' needs8 #f4 ,what results should be expected from art training in the homemaking program8 #g4 ,how can these results be measured8 ,in vocational programs the courses or units in art related to the home are taught by both art teachers and home-economics teachers4 ,in the larger schools they are frequently assigned to the regular art teacher1 provided she has had sufficient contact and experience in homemaking to give her the necessary background for making the fundamental applications4 ,in this case she follows very closely the work in the homemaking classes and makes use of every opportunity for correlation of her art work with the home4 ,in the smaller schools in which the vocational programs are organized there is usually no special art teacher and therefore the home-economics teacher must give all of the art work4 ,in most ,states training in art is included among the qualifications for vocational home-economics teachers4 ,the teacher-training institutions are providing instruction in art and also special methods courses in the teaching of related art in public schools in order that their prospective teachers may be as well prepared as possible to handle the related art as well as the home-economics courses4 ,this bulletin is intended as a help to teachers of related art courses1 be they regular art teachers or home-economics teachers1 to art instructors and teacher trainers in colleges1 and to supervisors of home economics4 ,the following tabulated suggestions indicate how it may be of service to these four groups3 ,chart #a4--,suggestions for use of this bulletin by teachers ---------------------------------------- ------------------------------------ ,groups ,uses ---------------------------------------- ------------------------------------ ,i4 ,art and home #a4 ,as a guide in determining objectives in related art4 economics #b4 ,as a help in selecting content4 teachers in #c4 ,as a means of determining method4 vocational #d4 ,as suggestive of ways for evaluating results4 schools4 #e4 ,as suggestive in the selection and use of illustrative materials4 #f4 ,as a guide for reference material4 ,,ii4 ,art instructors #a4 ,as a means of becoming familiar with some of the in colleges4 typical problems which prospective teachers of related art will meet4 #b4 ,as a guide in selecting those phases of art for college courses which will enable the prospective teacher of art to solve many of her teaching problems4 ,,iii4 ,teacher #a4 ,as an index to the interests and needs of girls trainers4 in home-economics classes4 #b4 ,as a means of determining the phases of art that most nearly meet the needs of girls4 #c4 ,as suggestive of methods for student teaching in classes in art related to the home4 #d4 ,as a basis for guiding student teachers in collecting and preparing illustrative material4 #e4 ,as a guide for reference material4 ,,iv4 ,home economics #a4 ,as a stimulus to promote more courses or units supervisors1 in art4 ,state and #b4 ,as a stimulus to work for better programs in local4 related art4 #c4 ,as a guide in developing art units with teachers through individual1 district1 and ,state conferences4 #d4 ,as a basis for giving assistance to teachers on art problems4 ---------------------------------------- ------------------------------------ ,while the major emphasis in the bulletin is directed toward the teaching of related art1 mention should be made of the importance of environment as a potent factor in shaping ideals and developing appreciation of the beautiful4 ,constant association with things of artistic quality and frequent opportunity for directed observation of good design and color should be provided for all home-economics students4 ,the home-economics laboratory offers an opportunity for centers in which interesting and artistic groupings may be arranged4 ,these tend to eliminate much of the formal school atmosphere and provide a more typical home environment4 ,such centers in home-economics laboratories have been appropriately called appreciation centers4 ,a laboratory with examples of the beautiful in line and color1 such as well-arranged bowls of flowers1 bulletin boards1 wall hangings1 or book corners1 may prove an effective though silent teacher4 ,it would be futile to attempt to make most school laboratories too much like homes1 however4 ,such attempts may give the appearance of being overdone4 ,the light and cheerful room1 with the required furnishings well arranged and one or more appreciation centers1 is usually the more restful and attractive4 ,from daily contact with this type of room girls unconsciously develop an appreciation of appropriateness and of orderliness and an ideal for reproducing interesting arrangements in their own homes4 ,it is desirable to have the appreciation centers changed frequently1 and to give pupils an opportunity to share in selecting and making the arrangements4 ,illustration3 ,figure #a4--;,an arrangement of wild flowers and grasses and a few books placed on a blotter on a typewriter table in front of an inexpensive india print may furnish a colorful spot in any schoolroom4 ,note the effective use of the screen in concealing a filing case ,illustration3 ,figure #b4--;,a bulletin board on which it is necessary to use a variety of materials adds to the appearance of the room when these materials are well arranged and frequently changed ,illustration3 ,figure #c4--,pupils in a ,nebraska high school try out different flowers and arrangements ,section ,,iii ,,determining ,,content ,,for ,a ,,course ,,in ,,art ,,related ,,to ,,the ,,home ,taste develops gradually through the making of choices with reference to some ideal4--,henry ,turner ,bailey4 ,,place ,,of ,,art ,,in ,,the ,,vocational ,,program ,,in ,,home ,,economics ,in recent years1 many schools carrying the vocational program in home economics have scheduled courses in related art five to seven periods each week for one semester and in some cases for an entire year4 ,in other schools1 the entire vocational half day has been devoted to home economics1 art being introduced in short units or as a part of some unit in home economics where it seemed to meet particular needs4 ,a unit of several weeks or a full semester of consecutive time devoted to the teaching of art as related to the home is generally considered more effective than to teach only certain art facts and principles as they are needed in the regular home economics units4 ,since art is recognized as fundamental to the solving of so many homemaking problems1 it seems desirable to provide for this training as early in the first year of the home-economics program as possible so that it may contribute to the instruction in the first unit in clothing and home furnishing4 ,prior to selecting the pattern and material for a dress1 the girl needs to understand certain principles of design and color which will enable her to choose wisely4 ,if art training has not preceded this problem in the clothing course1 or if there is no provision for art work to parallel the clothing instruction unit1 it becomes necessary to introduce some art training at this point4 ,a similar situation arises in connection with the other units involving selection and arrangement such as home furnishing or table service4 ,if art is taught only to solve specific problems as they arise the pupil will not have an opportunity to apply it to other phases of home-economics instruction and will therefore fail to develop the ability to understand and use the principles of art effectively in solving her other problems4 ,there is the further danger that the girl's interest in home economics will be destroyed by interrupting the home-making instruction to teach the art needed for each unit4 ,for example1 if the girl is planning to make a dress1 her interest and efforts are centered on its production4 ,if preliminary to starting the dress1 time must be taken to establish standards for the selection of the pattern and materials1 the process of making is prolonged and the girl's interest in the art lessons and in the later construction of the dress is only half-hearted4 ,training which provides for many applications of the art principles as they are developed gives the girl an ability to use these principles in solving the problems which arise at other times in home-making units4 ,it is preferable therefore to arrange the vocational program so that the art instruction parallels or precedes those units in homemaking in which there is particular need for art4 ,however1 if the program can not include the teaching of art as a consecutive unit paralleling or preceding certain units in homemaking1 it will be far better for the home-economics teacher to include art training as it is needed in the homemaking work than to omit it or attempt to proceed without the basic fundamental information necessary for the successful solution of many problems in home economics4 ,in such a plan1 time and opportunity should be definitely provided later in the homemaking program to summarize and unify the art training that has been given at various times in order that it may function in the lives of the pupils to a larger extent than that of solving only the immediate problems for which it was introduced4 ,such a summarization will make possible the application of the essential principles of art to a wide variety of situations and will mean not only a more thorough understanding of these principles but a more permanent ability to use them in achieving beauty and satisfaction in environment4 ,there are then three possible plans for including art instruction in the vocational program in homemaking1 namely3 #a4 ,by presenting the course in art related to the home as a separate semester or year course that parallels the homemaking course4 ,when it is a semester course1 it is well to offer art the first half of the year in order that it may be of greatest value to the first units in clothing4 #b4 ,by giving the course in art related to the home as a separate unit in the homemaking course4 ,such an art unit should precede that homemaking unit in which there is greatest need as well as opportunity for many applications of the principles of art which are being developed4 ,this will usually be the unit in clothing or home furnishing4 #c4 ,by giving short series of art lessons as needs arise in the homemaking course4 ,certain dangers have been pointed out in this plan4 ,if used1 it should include a definite time for unifying and summarizing the art work at the end of the course4 ,,objectives ,,for ,,the ,,teaching ,,of ,,art ,in the vocational program in which the teaching is specifically designed to train for homemaking1 it is obvious that the major objective in the related art units should be to train for the consumption of art objects rather than for their production4 ,bobbitt#e elaborates on this objective as follows3 99 99 99 the curriculum maker will discern that the men and women of the community dwell within the midst of innumerable art forms4 ,our garments1 articles of furniture1 lamps1 clocks1 book covers1 automobiles1 the exterior and interior of our houses1 even the billboards by the roadside are shaped and colored to comply in some degree1 small or large1 with the principles of aesthetic design4 ,even the most utilitarian things are shaped and painted so as to please the eye4 99 99 99 ,it would seem then that individuals should be sensitive to and appreciative of the better forms of art in the things of their environment4 ,as consumers they should be prepared to choose things of good design and reject those of poor design3 and thus gradually create through their choices a world in which beauty prevails and ugliness is reduced to a minimum4 ,this does not require skill in drawing or in other form of visual art4 ,it calls rather for sensitiveness of appreciation and powers of judgment4 99 99 99 ,the major objectives must be the ability to choose and use those things which embody the higher and better art motives4 ,education is to aim at power to judge the relative aesthetic qualities of different forms1 designs1 tones1 and colors4 ,skill in drawing and design does not find a place as one of the objectives4 ,the type of furnishing and decorating products consumed in the home as well as the type of clothing purchased for the family depends upon the understanding and appreciation which the home makers have developed for good art qualities4 ,this in turn is dependent upon training4 ,as one writer points out#f-- 99 99 99 one's capacity richly to enjoy life is dependent upon one's capacity fully to understand and participate in the things which make up life interests4 ,in art this is particularly true1 for we can only enjoy and appreciate that which we are able to understand4 ,through training we may be able to appreciate and understand art even though we can not produce art to any great extent4 ,this we may think of as mental training4 ,the content of an art training course may be defined in terms of objectives to be attained and these in turn should be determined through a careful consideration of the art needs of girls and women4 ,in order to know these needs1 the teacher must study the appearance1 conditions1 and practices in the homes of her pupils4 ,through observation of the general appearance and clothing of the pupils and a knowledge of their interests and activities outside of school1 she will obtain much valuable information1 but1 in addition1 it is highly desirable that she visit their homes4 ,this first-hand knowledge of the homes and community should be secured early in the school year and prior to the art unit or course if possible4 ,the teacher should also be constantly alert to the many opportunities offered through community functions1 local stores1 and newspapers for becoming more familiar with particular needs and interests in her school community4 ,in making contacts in the homes and community1 it is essential that the teacher use utmost tact4 ,few homes are ideal as they are1 but something good can be found in all of them4 ,the starting point should be with the good features and from there guidance should be given in making the best possible use of what is already possessed4 ,it would be far better for the girls to have no art work than to have the type of course that develops in them a hypercritical attitude or that creates an unhappiness or a sense of shame of their own homes4 ,the aim of all art work is to develop appreciation1 not a critical or destructive attitude4 ,through such a study of girls' needs and interests certain general objectives will be set up for units of courses in related art4 ,through a well-planned program the majority of pupils in any situation may reasonably be expected to develop-- #a4 ,a growing interest in the beauty to be found in nature and the material things of their environment4 #b4 ,enjoyment of good design and color found in their surroundings4 #c4 ,a desire to own and use things which have permanent artistic qualities4 #d4 ,an ability to choose things which are good in design and color and to use them effectively4 ,out of these general objectives for all related art work1 more specific objectives based on pupils' immediate needs and interests are essential4 ,in terms of pupil accomplishment these objectives may be as follows3#g ,i4 ,interest in-- #a4 ,finding beauty in everyday surroundings4 a4 ,in nature4 b4 ,in man-made materials and objects4 c4 ,in art masterpieces4 #b4 ,making homes attractive as well as comfortable4 ,,ii4 ,development of a desire for-- #a4 ,beautiful though simple and inexpensive possessions4 #b4 ,skill in making artistic combinations and arrangements in home and clothing4 ,,iii4 ,ability to-- #a4 ,select and make balanced arrangements4 #b4 ,select articles and make arrangements in which the various proportions are pleasing4 #c4 ,select and use articles and materials which are pleasing because there is interesting repetition of line1 shape1 or color4 #d4 ,select and use articles and materials in which there is desirable rhythmic movement4 #e4 ,select and make arrangements in which there is desirable emphasis4 #f4 ,arrange articles in a given space so they are in harmony with the space and with each other4 #g4 ,select colors suited to definite use and combine them harmoniously4 ,,iv4 ,appreciation of good design and color wherever found4 ,these specific objectives probably cover those phases of art for which the average homemaker has the greatest need4 ,in the limited amount of time that is available for the related art units in most vocational programs1 the choice of what to teach must be confined to the most fundamental facts and principles of art only4 ,the problems through which these are to be developed may be drawn for the most part from actual situations within the girls' own experiences4 ,it should be remembered that the ulterior motive in all art training in the homemaking program is to give to girls that which will make it possible for them to achieve and to enjoy more beauty in their everyday lives4 ,in the average class few1 if any1 girls will have that type of creative ability possessed by great artists1 but all of the group may be expected to attain considerable ability in selecting1 grouping1 and arranging the articles and materials of a normal home and for personal use4 ,this may rightfully be termed creative ability4 ,for example1 the girl who works out a successful color scheme through wise selections and uses of color in her room or in a costume is indeed a creator of beauty4 ,,essential ,,art ,,content ,a very careful selection of content for the course or unit in related art must be made4 ,the vast amount of material in art from which to choose makes the problem the more difficult4 ,an attempt to teach with any degree of success all of the content in art books and to give pupils an understanding of all of the art terms would be futile and would result in confusion4 ,in the time available for art in the day vocational schools1 as well as in the part-time and adult classes1 the teacher is limited in her choice of content and must be guided by the objectives for the course that represent the girls' needs in their everyday problems of selection and arrangement4 ,teachers are often baffled by the seeming multiplicity of terms4 ,the ,federated ,council on ,art ,education has recently issued the report of its committee on terminology4 ,the pertinent section dealing with indefinite nomenclature is here quoted3#h ,the subject of terminology in the field of art is extremely broad and for the most part indefinitely classified4 ,over #ajj technical terms are in common use in the vocabulary of art4 ,often words are used by different authors with entirely different meanings1 and in other cases the degree of difference between words is too slight to warrant use of a separate term4 ,also many of the terms are used interchangeably by different authors and frequently they are ambiguous and obscure in meaning and difficult to apply in public-school work4 ,in general1 the literature used as a basis for planning1 organizing1 and developing units of art instruction in the schools is very indefinite in regard to nomenclature4 ,for this reason the committee on terminology centered the first part of its investigation upon a program of analysis to determine1 if possible1 the most significant words in common use4 ,in the preparation of this bulletin1 several art texts1 reference books1 and courses of study were examined for the purpose of determining the art terms that were most frequently used4 ,on that basis1 from these various sources the following were listed3 ,balance4 ,proportion4 ,repetition4 ,rhythm4 ,emphasis4 ,harmony4 ,color4 ,line4 ,light and dark4 ,unity4 ,radiation4 ,opposition4 ,transition4 ,subordination4 ,center of ,interest4 ,dominance4 ,since the content for a course in related art should contribute very definitely to the girl's present and future individual and home needs it is suggested that only the minimum essential terminology be used1 remembering that in such a course the chief concern is the development of those principles and facts that contribute to the realization of such objectives as have been suggested4 ,there seems to be common agreement that balance1 proportion1 repetition1 rhythm1 emphasis1 harmony1 and color are of first importance in their contribution to beauty and that the various principles and facts concerning each should be developed in an art unit or course4 ,the selection of these seven phases of art as fundamental is supported by ,goldstein1#i by ,russell and ,wilson1#aj and by ,trilling and ,williams4#aa ,the committee on art terminology has also given emphasis to these in the classification as set up in ,table ,v of their report4 ,this is here given in full4 ,simplest form of classification#ab ---------------------------------------- ---------------------------- ,basic ,major ,minor ,resulting ,supreme elements principles principles attributes attainment ---------------------------------------- ---------------------------- ,line4 ,repetition4 ,alteration4 ,form4 ,sequence4 ,rhythm4 ,harmony4 ,light ,radiation4 and ,tone4 ,proportion4 ,parallelism4 ,beauty4 ,dark4 ,transition4 ,balance4 ,fitness4 ,color4 ,symmetry4 ,texture4 ,emphasis4 ,contrast4 ---------------------------------------- ---------------------------- ,it will be noted that repetition1 rhythm1 proportion1 balance1 and emphasis are listed as major principles4 ,it will also be noted that harmony is classified as a resulting attribute4 ,this will be the inevitable result if the principles of the first five are well taught4 ,arrangements which meet the standards of good proportion1 which are well balanced and which are suited to the space in which they are arranged will be harmonious4 ,although color is designated as a basic element of art structure in this table and the principles of design function in the effective use of it1 there are some guides of procedure in the use of those qualities of color1 such as hue1 value1 and intensity1 which should be developed to insure a real ability to select colors and combine them harmoniously4 ,line is also considered a basic element of art structure4 ,since the problems in a course in art related to the home are largely those of selection1 combination1 and arrangement1 the consideration of line may be confined to its effect as it provides pleasing proportions1 is repeated in an interesting manner1 or produces desirable rhythm4 ,the omission of the remainder of the art terms that were found to be frequently used in art books and courses of study is not as arbitrary as it seems4 ,through the consideration of the qualities of color it will be found that value includes the material often given under light and dark or notan4 ,referring again to the report of the ,committee on ,art ,terminology1#ac unity is considered as a synonymous term for harmony4 ,since it is possible for an arrangement to be unified and still be lacking in harmony1 the latter term is used in the bulletin as the more important and inclusive one4 ,there is less obvious need for the principles of radiation1 opposition1 and transition in problems of selection and arrangement4 ,the ,goldsteins refer to them as methods of arranging the basic elements of lines1 forms1 and colors in contributing to the principles of balance1 proportion1 rhythm1 emphasis1 and harmony4 ,thus some reference to them may be made in the development of the principles of harmony and rhythm4 ,emphasis has been chosen as an inclusive term which represents subordination1 center of interest1 and dominance4 ,it is hoped that these suggested phases of art to be included in a course or unit in art related to the home will not be considered too limited4 ,each teacher of art should feel free to develop as many of the principles as are needed by her groups1 remembering that it is far better to teach a few principles well than to attempt more than can be done satisfactorily4 ,in developing the principles of design certain guides for procedure or methods in achieving beauty will be formulated4 ,for example1 in considering balance1 pupils will soon recognize that the feeling of rest or repose that is the result of balance is essential in any artistic or satisfying arrangement4 ,their problem is how to attain it in the various arrangements for which they are responsible4 ,thus guides for procedure or methods of attaining balance must be determined4 ,such guides for obtaining balance may be-- #a4 ,arranging like objects so they are equidistant from a center produces a feeling of rest or balance4 #b4 ,unlike objects may be balanced by placing the larger or more noticeable one nearer the center4 ,it will be seen that these are also measuring sticks for the judging of results4 ,it is evident that in a short course in art a teacher can not assist girls in all situations at home in which balance may be used4 ,therefore it is essential that the pupils understand and use these guiding laws or rules for obtaining balance in a sufficient number of problems at school to gain independence in the application of them in other situations4 ,some authorities#ad term these methods for attaining results1 guiding laws for procedure1 or principles4 ,,home ,,situations ,,for ,,which ,,art ,,is ,,needed ,the common practice in art courses relating to the home has been to draw problems from the fields of clothing and home furnishing4 ,this has been true for the obvious reason that an endeavor has been made to interest the girl in art through her personal problems of clothing and her own room4 ,since in a vocational program the objective is to train for homemaking1 it is essential that art contribute to the solving of all home problems in which color and good design are factors4 ,in the selection and utilization of materials that have to do with child development1 meal preparation and table service1 home exterior as well as interior1 and social and community relationships1 application of the principles of art plays a large and important part4 ,one of the teacher's great problems is that of determining pupil needs4 ,although homes vary considerably in detail1 there are many similar situations arising in all of them for which an understanding of the fundamental art principles is essential4 ,it is important that the problems and situations utilized for developing and then applying again and again these fundamental principles shall be within the realm of each student's experience4 ,the following series of topics may suggest some of the situations that are common to most homes and therefore be usable as the basis for problems in developing principles of art or for providing judgment and creative problems4 ,in most of these topics1 other factors such as cost1 durability1 and ease of handling will need to be considered in making final decisions1 for art that is taught in relation to the home is not divorced from the practical aspects of it4 ,child development-- ,choosing colored books and toys for children4 ,choosing wall covering for a child's room4 ,choosing pictures for a child's room4 ,placing and hanging pictures in a child's room4 ,selecting furniture for a child's room4 ,determining types of decoration and desirable amounts of it for children's clothing4 ,choosing colors for children's clothing4 ,making harmonious combinations of colors for children's clothing4 ,choosing designs and textures suitable for children's clothing4 ,avoiding elaborate and fussy clothing for children4 ,meal planning and table service-- ,using table appointments that are suitable backgrounds for the meal4 ,choosing appropriate table appointments in-- ,linen4 ,china4 ,silver4 ,glassware4 ,using desirable types of flowers or plants for the dining table4 ,making flower arrangements suitable in size for the dining table4 ,selecting consistent substitutes for flowers on the table4 ,choosing containers for flowers or plants4 ,using candles on the table4 ,deciding upon choice and height of candles and candlesticks in relation to the size and height of the centerpiece4 ,determining when to use nut cups and place cards4 ,choosing place cards and nut cups4 ,arranging individual covers so that the table is balanced and harmonious4 ,folding and placing napkins4 ,considering color and texture of foods in planning menus4 ,determining when and how to use suitable food garnishes4 ,home--,exterior-- ,developing and maintaining attractive surroundings for the house4 ,choosing dormers1 porches1 and porch columns that are in scale with the house4 ,grouping and placing the windows so they are harmonious with each other and with the house4 ,planning suitable and effective trellises and arbors4 ,recognizing limitations in the use of formal gardens and grounds4 ,determining the use of the informal type of grounds4 ,choosing house paint and considering how it may be influenced by neighboring houses4 ,determining the influence of the color of the house on the choice of color for the porch furniture and accessories and for awnings4 ,selecting and arranging porch furniture and accessories4 ,selecting curtains for the windows of the house which are attractive from the exterior as well as from the interior4 ,determining desirable shapes for trimmed hedges and shrubbery4 ,selecting shrubbery and flowers that will contribute1 at small cost1 to the appearance of a home4 ,planning the grounds of a home and the possible use of a bird bath1 an artificial pool1 or a rock garden4 ,home--,interior-- ,securing beauty rather than display4 ,selecting textures that suggest good taste rather than merely a desire for display4 ,choosing wall coverings that are attractive and suitable backgrounds for the home4 ,selecting rugs for various rooms4 ,selecting furniture that adds attractiveness1 comfort1 and convenience to the home4 ,determining relation of beauty in furniture to the price of it4 ,choosing window shades1 curtains1 and draperies from the standpoint of color1 texture1 design1 and fashion4 ,selecting appropriate accessories for the home4 ,determining when to use pictures and wall hangings in the home4 ,choosing pictures and wall hangings for the home4 ,placing rugs1 furniture1 and accessories in the home4 ,arranging and hanging pictures and wall hangings4 ,determining the relation of type and arrangement of furnishings and accessories to the formality or informality of a room4 ,avoiding formal treatment and shiny textures in the average home4 ,planning how color may be used and distributed effectively in a room4 ,determining how color schemes of rooms are affected by size1 purpose1 and location4 ,discouraging the use of cloth1 paper1 and wax flowers and painted weeds in the home4 ,social and community relations-- ,determining social and community activities with which high school girls are asked to assist and for which art training is needed4 ,making attractive and suitable posters for special occasions4 ,selecting and arranging flowers and potted plants for various occasions4 ,planning1 selecting1 and using appropriate decorations for special events4 ,wrapping gifts and packages attractively4 ,choosing and using appropriate stationery1 calling cards1 place cards1 and greeting cards4 ,clothing-- ,determining appropriate clothing for all occasions4 ,planning clothing that adds to rather than detracts from the charm of the wearer4 ,planning to avoid garments and accessories that may be liabilities rather than assets4 ,recognizing the relation of the style of the moment to the choice and combination of the clothing for the individual4 ,choosing colors for the individual4 ,utilizing bright colors in clothing4 ,selecting harmonious color combinations in clothing4 ,selecting and using textile designs in clothing4 ,selecting and adapting style designs in patterns for the individual4 ,improving undesirable body lines and proportions through the wise choice of clothing4 ,selecting clothing accessories-- ,hats4 ,shoes4 ,hosiery4 ,gloves4 ,bags4 ,jewelry4 ,selecting and using appropriate jewelry and similar accessories with various ensembles4 ,choosing texture1 color and design for undergarments that make appropriate and attractive foundations for the outer garments4 ,as yet no committee on related art has proceeded so far as to suggest specific content for art courses that are related to homemaking4 ,since this bulletin deals with the teaching of art as it relates to homemaking1 teaching content is presented only in so far as it exemplifies methods or procedures and relates to objectives4 ,it is hoped1 however1 that teachers will find real guidance for selecting content that will meet the particular needs of their classes through1 the detailed consideration of objectives1 the selection of principles1 and the many suggestions that are offered for art applications that can be made in all phases of homemaking4 ,section ,,iv ,,suggestive ,,teaching ,,methods ,,in ,,art ,,related ,,to ,,the ,,home ,the test of a real product of learning is this3 ,first1 its permanency2 and second1 its habitual use in the ordinary activities of life4--,morrison4 ,,creating ,,interest ,there is a general conception that art is naturally interesting to everyone4 ,accepting this as true1 a specific interest must be developed from this natural interest for the most effective courses in art training4 ,whitford#ae says3 ,little can be accomplished in general education1 and practically nothing can be done in art education1 unless interest and enthusiasm are awakened in the student4 ,the awakening of interest constitutes one of the first steps in the development of a pupil's natural talents4 ,some teachers1 in attempting to awaken or to hold the interest of girls in related art courses1 have started with art laboratory problems which involve considerable manipulation of materials4 ,a certain type of interest may be so aroused1 for pupils are always interested in the manipulative processes involved in producing articles and even more in the possession of the completed products1 but it may be only a temporary appeal rather than an interest in the larger relation of art to everyday living4 ,while it is true that manipulative problems do contribute to the development of greater confidence and initiative and therefore have their place in an art course1 yet the successful completion of most products requires greater creative and judgment abilities than pupils will have acquired early in the course4 ,it is then a questionable use of laboratory problems to depend upon them for awakening the specific interest in art4 ,initial interest of students may be stimulated through directed observation of the many things about them which are good in color and design or by discussion of problems which are very pertinent to girls' art needs or desires4#af ,however1 conscious effort on the part of the teacher is necessary to open the windows of the world1 if pupils are to develop real interest and experience such enjoyment from the beauty which surrounds them that an ideal of attaining beauty in dress and home is established4 ,a definite plan is necessary for stimulating this interest which is said to be possessed by all4 ,without an interest that will continue to grow from day to day it is difficult to develop the necessary judgment abilities for solving everyday problems in selection and arrangement4 ,professor ,lancelot#ag suggests the following procedure as the initial steps in the building of permanent interests3 #a4 ,early in the course endeavor through general class discussions1 rather than by mere telling1 to lead the students to see clearly just how the subject which they are taking up may be expected to prove useful to them in later life and how great its actual value to them will probably be4 #b4 ,at the same time attempt to establish clearly in their minds the relationships that exist between the new subject1 taken as a whole1 and any other branches of knowledge1 or human activities1 in which they are already interested4 #c4 ,specify and describe the new worthwhile powers and abilities which are to be acquired from the course1 endeavoring to create in the students the strongest possible desire or feeling of need for them4 ,if this procedure is followed1 in the field of art the teacher will refrain from merely telling pupils that art will be of great value to them later in life4 ,on the other hand1 in creating interest it is suggested that class discussion of general topics within the range of pupil experience and of obvious need be used to awaken an interest in the value of art in their own lives4 ,the teacher must be sure that the topics are of real interest to the pupils4 ,for example1 which of these questions would probably arouse the most animated discussion3 ,what is art8 or ,arnold ,bennett says1 ',the art of dressing ranks with that of painting4 ,to dress well is an art and an extremely complicated and difficult art4' ,do you agree with ,arnold ,bennett8 ,why8 ,other discussions may be started by asking questions such as the following3 #a4 ,have you ever heard some one say1 ,mary's new dress is lovely but the color is not becoming to her8 ,why do people ever choose unbecoming colors8 ,would you like to be able to select colors becoming to you8 ,how can you insure success for yourself8 #b4 ,movie corporations are spending great sums of money in an attempt to produce pictures in color4 ,why do they feel justified in making such expenditures to introduce the single new quality of color8 ,illustration3 ,figure #d4--;,in a ,nebraska high school a screen was used in an unattractive corner as a background for an appreciation center #c4 ,do you like this scarf8 ,this cushion8 ,this picture8 ,why8 ,why not8 ,why is there some disagreement8 ,to what extent can our likes guide our choices8 #d4 ,the class may be asked to choose from a number of vases1 lamp shades1 table covers1 or candles those which they think are most beautiful4 ,the question may then be asked1 ,would you like to find out what makes some articles more beautiful than others8 #e4 ,where in nature are the brightest spots of color found8 ,have you ever seen combinations of color in nature that were not pleasing8 ,how may we make better use of nature's examples8 #f4 ,why do girls and women prefer to go to the store to select dresses or dress material8 ,hats8 ,coats8 ,can one always be sure of the most becoming thing to buy even when shopping in person8 ,what would be helpful in making selections8 ,the classroom setting for the teaching of art plays a very important part in arousing interest4 ,attempting to awaken interest in art in a bare1 unattractive room is even more futile than trying to create interest in better table service with no table appointments4 ,in the first situation there is probably such a wide variation in the background and experience of the pupils and in their present ability to observe the beautiful things of their surroundings that it becomes increasingly important that the teacher provide an environment which is attractive and inviting4 ,in the second situation the pupils have had experience with the essential equipment in their own homes and so can visualize to some extent the use of that equipment at the table4 ,bobbitt#ah says-- ,one needs to have his consciousness saturated by living for years in the presence of art forms of good quality4 ,the appreciations will grow up unconsciously and inevitably2 and they will be normal and relatively unsophisticated4 ,as a matter of fact1 art to be most enjoyed and to be most serviceable1 should not be too conscious4 ,schoolrooms in which pupils spend a large part of their waking hours should provide for the building of appreciation in this way1 and it is especially true in the homemaking room4 ,some home economics teachers have cleverly planned for students to share in the responsibility of creating and maintaining an attractive classroom as a means of stimulating interest in art4 ,it would be well for all home economics teachers to follow this practice4 ,illustration3 ,figure #e4--,the simplest school furnishings can be combined attractively4 ,a low bookcase1 a bowl of bittersweet1 and a passe partout picture as here used are available in most schools ,in many economics laboratories there are several possible improvements that would make better environment for art teaching4 ,suggestions for such improvements include3 #a4 ,more color in the room through the use of flowers1 colorful pottery1 colored candles1 and pictures1 featuring arrangements that could be duplicated in the home4 #b4 ,more emphasis upon structural lines-- a4 ,pictures that are grouped and hung correctly4 b4 ,attractive arrangement of a teacher's desk4 c4 ,arrangement of the furniture so that the groupings are well balanced and the wall spaces are nicely proportioned4 d4 ,good arrangement of materials on bulletin board4 #c4 ,more attention to orderliness-- a4 ,when class is not working1 orderliness in window-shade arrangement4 b4 ,elimination of unnecessary objects and furnishings to avoid cluttered appearance4 c4 ,tops of cases and cupboards or open shelves cleared4 ,there are few seasons in the year when the teacher can not introduce interesting shapes and notes of color through products of nature4 ,the fall brings the colored leaves and bright berries which last through the winter4 ,bulbs may be started in late winter for early spring1 and certain plants can be kept successfully throughout the year4 ,with such interesting possibilities for using natural flowers1 berries1 and grasses1 why would a teacher resort to the use of artificial flowers or painted grasses8 ,morgan#ai pertinently discusses the artificial versus the real3 ,some say ,what about painted weeds and grasses8 ,no2 that is mockery4 ,it doesn't seem fair to paint them with colors that were not theirs in life4 ,one can almost fancy hearing the dead grasses crying out1 ,don't smear us up and then display us like mummies in a museum4 ,remember1 a true artist1 one who truly loves beauty1 despises imitation or deceit4 ,there are several interesting possibilities for home table centerpieces to be used during the winter months when flowers are not available4 ,grapefruit seeds or parsley planted in nice-shaped1 low bowls grow to make attractive-shaped foliage for the table4 ,a sweetpotato left half covered with water in a low bowl sprouted and made the graceful arrangement of pretty foliage pictured in ,figure #g1 page #bi4 ,pupils are more apt to provide such plants in their homes if they see examples of the real centerpieces at school4 ,it is1 therefore1 worth while for a teacher to direct a class in starting and caring for one or more types of them4 ,in one ,state a definite effort is made in planning home-economics departments to have the dining room open directly into corridors through which most of the pupils of the entire school pass at some time during the day4 ,see figure #h1 page #cj4 ,illustration3 ,figure #f4--;,a few pieces of unrelated illustrative materials may be grouped successfully in bulletin-board space ,this arrangement permits pupils to observe attractive as well as suitable arrangements of the dining room furnishings1 and especially of the table4 ,such a plan should be effective in establishing ideals of what is good and in raising standards in the homes of boys as well as of girls in the community4 ,a further contributing essential to stimulating interest in art is a teacher who exemplifies in her appearance the art she is teaching4 ,it is said that sometimes our most successful teaching is done at a time when the teacher is least conscious of it4 ,the teacher of an art class who appears in an ensemble of clothing which is unsuited to the occasion and in which the various parts are not in harmony with each other from the standpoint of color1 of texture1 or of decoration loses sight of one of her finest opportunities for influencing art practices of pupils and developing good taste in them4 ,illustration3 ,figure #g4--,sprouted sweetpotato produced this attractive centerpiece for the home table ,there is no more applicable situation for the old adage1 ,practice what you preach1 than in the teaching of art4 ,one teacher was conducting a discussion on the choice of bowls and vases for flowers as a part of flower arrangement while behind her on the desk was a bottle into which a bunch of flowers had been jammed4 ,contrast this with the situation in which the teacher had worked out the arrangement of wild flowers and grasses as shown in ,figure #a4 ,,discussion ,,of ,,method ,,in ,,the ,,teaching ,,of ,,art ,in discussing the best methods of teaching art1 ,whitford#bj says3 ,as a practical subject art education calls for no exceptional treatment in regard to methods of instruction4 ,the instruction should conform to those general educational principles that have been found to hold good in the teaching of other subjects4 ,without such conformity the best results can not be hoped for4 ,illustration3 ,figure #h4--;,glass-paneled doors open from the dining room directly into a main first-floor corridor in the high school at ,stromsburg1 ,nebr4 ,it is anticipated that through the course in related art pupils will have gained an ability to choose more suitably those materials and articles of wearing apparel and of home furnishing which involve color and design4 ,it is through understanding certain fundamental principles of art and using them that the everyday art problems can be more adequately solved4 ,the teacher is confronted with the question as to how to develop most successfully this understanding and ability4 ,shall she proceed from the stated principles to their application in solving problems or shall she start with the problems and so direct their solution that the important principles and generalizations are derived in the process4 ,the present trend in education is toward the second procedure and in keeping with this trend1 the elaboration of method in this section is confined to the so-called problem-solving method4 ,when pupils have an opportunity to formulate their own conclusions in solving problems and through the solution of many problems having an identical element find a generalization or principle that serves as a guide in other procedures1 experience seems to indicate that they get not only a clearer conception of the principle but are able also to make greater subsequent use of it4 ,in their everyday experiences pupils are continually faced with the necessity for making selections1 combinations1 and arrangements which will be satisfying from the standpoint of color and design4 ,before they can select wisely they need some standards upon which to base their judgments and by which they can justify their decisions4 ,before they can make satisfying arrangements and combinations of material they need judgment skill in determining what to do4 ,they also need principles or standards by which they can determine how to proceed4 ,finally1 they need opportunity for practice so that they may become adept in assembling articles and materials into pleasing and harmonious groupings and arrangements4 ,the more experience pupils have in confronting and solving true-to-life problems under the guidance of the teacher1 the greater is the probability that they will have acquired habits of thinking that will enable them to solve successfully the many problems that they are continually forced to meet in life4 ,it might be well to inquire at this point the meaning of the word problem as used in this bulletin4 ,according to ,strebel and ,morehart#ba-- ,probably there is no better definition of a problem than the condition which is spoken of by ,doctor ,kilpatrick as a balked activity4 ,this idea is general enough to include all sorts and phases of problems1 practical and speculative1 simple and difficult1 natural and artificial1 final and preliminary1 empirical and scientific1 and those of skill and information4 ,it covers the conditions which exist when one does not know what to do either in whole or in part1 and when one knows what to do but not how to do it1 and when one knows what to do and how to do it but for lack of skill can not do it4 ,in teaching by the problem-solving method ,professor ,lancelot#bb makes use of three types of problems4 ,through the first type1 known as the inductive problem1 the pupil is to determine certain causes or effects in the given situation4 ,in determining these causes and effects1 various details of information are needed but these do not remain as isolated and unrelated items4 ,out of the several facts is evolved a general law1 a truth1 or a principle4 ,for example1 in developing pupil ability to understand and use the underlying principle of emphasis1 the teacher may make use of such questions as3 ,have you ever tried to watch a three-ring circus8 ,pupils are given an opportunity to relate their experiences4 ,have you ever seen a store window that reminded you of a circus8 ,in which of the store windows on ,center ,street do you think the merchant has displayed his merchandise to the greatest advantage8 ,why8 ,from a discussion of such questions as these the teacher can lead the pupil to realize the desirability of avoiding confusion in combining and arranging articles used together and to understand at least one way of producing the desired effect4 ,the next type is the judgment or reasoning problem1 which offers two or more possible solutions4 ,in certain subjects as mathematics in which there is but one correct answer1 the reasoning problem is used4 ,in other subjects in which1 in the light of existing conditions1 there is a best answer1 the judgment problem is used4 ,this best answer or final choice is determined upon the basis of the law or principle established through the inductive problems4 ,few subjects are more concerned with the making of choices than art4 ,for this reason1 judgment problems play an important part in an art training which is to function in the daily lives of pupils4 ,as soon as a principle has been tentatively established1 it is desirable to give the pupils an opportunity to recognize the use of the principle in several similar situations and to use it as a basis for making selections4 ,for example1 following the establishment of the principle of emphasis1 the teacher may ask the pupils3 ,will each of you select from these magazines an advertisement in which your attention was immediately attracted to the article for sale8 ,be ready to tell the class why you were attracted to this piece of merchandise4 ,the third and final type is the creative problem1 which makes use of the truth or principle discovered in the inductive problems1 so that the pupil is encouraged to do some creative thinking by using the principle as the basis for determining procedure to follow in a new situation4 ,since everyday living is full of opportunities for making choices and combinations1 it is essential that both judgment and creative problems be included in practical art training4 ,for example1 to teach the use of the creative problem in the study of emphasis the instructor may say to a pupil3 ,choose a partner with whom to work4 ,from the materials ,i am providing make an attractive table arrangement for a living room1 and then choose a large piece of wallpaper or a textile that would make a good background for it4 ,lamps1 candles1 candlesticks1 flowers1 pottery1 and books will be provided for this activity1 as well as the textiles and the wallpaper4 ,professor ,lancelot#bc sets up five standards for determining what are good problems4 ,they must1 he says1 be-- #a4 ,based on true-to-life situations4 #b4 ,interesting or connected with things of interest4 #c4 ,clearly and definitely stated4 #d4 ,neither too difficult nor too easy4 #e4 ,call for thinking of superior ability4 ,in addition1 there are four other factors to be considered in the planning of a successful problem series2 #a4 ,each problem should score high according to the above standards4 #b4 ,the usual sequence is in the order already given--inductive1 judgment1 and creative4 ,since the creative problems call for the highest type of thinking and are the most difficult1 the natural place for them is at the end of the problem series4 ,at that point the pupils should have sufficient information and judgment ability to enable them to solve the most difficult problem quite readily4 ,introducing the difficult problem too soon may discourage the pupil and lessen interest in the course as a whole4 ,some creative problems involve fewer art principles than others4 ,for example1 the spacing of a name on a place card is much simpler than the hanging of a picture in a given space4 ,in art it is desirable to use simple creative problems as they fit naturally into the problem series4 7,see pp4 #ch-ci47 #c4 ,as the problem series develops1 there should be an increase in the difficulty of the problems4 ,it is obvious that the simpler problems are to be used at the first of the series4 ,to develop judgment to a desirable extent1 the later choices will be determined from an increasing number of similar situations and from situations in which the degree of difference decreases as the problem series progresses4 #d4 ,each problem series should involve as many types of life situations as possible4 ,for example1 applications of art are needed in the various phases of homemaking4 7,see ,section ,,iii1 pp4 #ah-ba47 ,for that reason it is very desirable to select problems in each series from as many of these phases as possible4 ,by this means the pupils are better able to cope with their own problems in which a fundamental art truth1 or principle is the basis for adequate solution4 ,the following detailed procedure is presented as an illustration of the way in which an art principle may be developed through a problem series4 ,it may appear to be unnecessarily detailed and to require more time than the average teacher would have for planning4 ,however1 part of material here given consists of probable pupil replies and a description of the illustrative materials that are to be used4 ,,suggested ,,procedure ,,for ,,developing ,,an ,,ability ,,to ,,use ,a ,,principle ,,of ,,proportion ,,for ,,attaining ,,beauty ,an effort is here made to present the details of a teaching plan by which a principle of proportion may be developed by the pupils4 ,this plan is spoken of as a lesson1 but not in the sense that it is to be accomplished in a limited amount of time1 such as one class period4 ,the term lesson is used to designate the entire procedure from the introductory problem to the point where the pupils have developed the ability to use the principle of proportion4 ,it will be possible to make more rapid progress with some classes than with others and in some class periods than in others4 ,it is suggested that the teacher endeavor to evaluate the class time and plan so that the end of the period comes not as an interruption but as a challenge to further interest1 observation1 and efforts4 ,the lesson suggested below should take not more than three of the short class periods of #dj to #de minutes4 ,if too much time is spent on one series there may be a lessening of interest because of seeming repetition4 ,on the other hand1 if sufficient applications and problems are not used after the principle is established1 there is danger that the pupils will not be able to use it in solving other daily problems4 ,further suggestions for problems1 illustrative materials1 and assignments may be found on page #dj4 ,,suggested ,,plan ,,for ,,the ,,development ,,of ,,an ,,understanding ,,of ,,the ,,principle ,,of ,,proportion ,,and ,,its ,,use ,general objective4--,to develop ability to-- ,select articles which are pleasing because of good proportions4 ,adapt and make pleasing proportions as needed4 ,specific objective4--,to develop ability to-- ,divide a space so the resulting parts are pleasing in their relationship to each other and to the whole4 ,assume that the group to be taught is a ninth-grade class in art related to the home4 ,very few members of the class have had any previous art training and such training has consisted of some drawing and water-color work in the lower grades4 ,previous to this lesson1 it is assumed that the teacher has developed the pupils' interest in the beauty to be seen and enjoyed in the everyday surroundings of their community1 and has developed pupil ability to understand and to use a principle of proportion1 namely1 that a shape is most pleasing when one side is about one and one-half times as long as the other4 ,the establishment of the above principle has probably given the class an opportunity to read of the ,golden ,oblong or the ,greek ,law of proportion in an art reference such as ,goldstein's ,art in ,everyday ,life4 ,this will have served to further establish a feeling for interesting shape relationships and also will have made the pupils familiar with the term proportion4 ,the class may or may not have developed an ability to recognize and use the principles of balance4 ,details of ,lesson ,procedure ,sidenote3 ,problems and questions to introduce the principle needed to solve this and many similar problems ,the first-aid room in the school is very bare and cheerless4 ,miss ,m41 the school nurse1 and ,mr4 ,b41 the superintendent1 have decided that some thin ruffled curtains at the two windows will soften the light and make the room more homelike4 ,miss ,m4 has purchased some ready-made curtains and has asked if the class would like to determine the best way to arrange the tie backs4 ,how many of you think that this is an art problem8 ,will it be helpful to us to know how to divide a window space with curtains8 ,tie-back1 ruffled curtains have been very much in vogue for some time4 ,the models in the drapery departments and the illustrated advertisements show a variety of methods to use4 ,since there is so much variation1 how can we be sure that curtains are tied back in the most attractive way possible8 ,sidenote3 ,use of illustrative materials ,the curtains have been hung at the two windows in the first-aid room4 ,at one window the curtains are not tied back and come to the bottom of the casing1 at the other one they are arranged in two other ways designated as ,a and ,b4 ,by the ,a method the curtain is tied back exactly in half2 by the ,b method it is tied back between one-half and two-thirds of the length4 ,the initial question would probably be3 ,which of these two arrangements1 ,a and ,b1 do you think contributes most to the appearance of the window8 ,sidenote3 ,class discussion ,some of the class will undoubtedly choose ,a4 ,their reasons for this choice may be as follows3 #a4 ,the uncurtained window space is more or less diamond shaped4 #b4 ,the four sections of the curtains are almost exactly alike4 ,others will choose ,b1 and give such reasons as follows3 #a4 ,the window space is less noticeable4 #b4 ,there is more variety in the curtains4 #c4 ,it is more interesting if the eye can travel down the longer part of the curtain and then come to rest at the part tied back4 ,these reasons will probably lead the majority of the class to decide that ,b is more desirable than ,a4 ,at this time another arrangement designated as ,c may be introduced4 ,for this1 one curtain at the second window may now be tied back so near the sill that the two parts do not seem to be related4 ,one designated as ,d may also be introduced1 in which the arrangement is exactly like that of ,b1 except that the curtains are tied back above the center instead of below4 ,a summary of the points which may be brought out by the class on each arrangement of curtains follows3 ,sidenote3 ,summary of class discussion ,a1 in which the curtains are divided exactly in half1 is not interesting for a very long time because-- #a4 ,the divisions on each side as well as above and below the tie backs are all alike4 #b4 ,it leaves too much of the window exposed4 #c4 ,the window space exposed does not follow the lines of the window4 #d4 ,the arrangement becomes tiresome the longer one looks at it4 #e4 ,one's curiosity is quickly satisfied when it is obvious that the two areas are exactly alike4 ,b1 in which the curtains are tied back between one-half and two-thirds of the length and below the center continues to be interesting because-- #a4 ,the two sides are alike1 but the top half is not exactly like the bottom half4 ,this variation makes it more pleasing4 #b4 ,although the top half of each side is larger than the bottom half1 it does not look top-heavy because the tying back of the curtain gives a place for the eye to rest4 ,it holds the same amount of attention as the long length of curtain above it4 ,c1 in which the tie backs are placed at a point below three-quarters the length of the curtain1 is not interesting for any length of time because-- #a4 ,the eye travels very far down the length of the window1 then is suddenly interrupted by the tie back4 #b4 ,this arrangement is top-heavy4 #c4 ,the window space is not pleasing4 ,d is exactly the reverse of ,b1 so it is equally interesting4 ,sidenote3 ,further use of illustrative material ,suppose we now look at these curtained windows from the outside4 ,do you think that the arrangements which we decided are most pleasing from the inside are equally pleasing from the outside8 ,after examining the arrangements of curtains at the windows the pupils may be led to decide that ,b and ,d continue to be the most pleasing4 ,since we are now agreed that in ,b and ,d the tie-backs divide the curtains so that the spaces are most pleasing1 would you like to determine just where the division comes in each of the curtains8 ,some of the members of the class will be eager to take the measurements and report on them4 ,they will find that in-- ,sidenote3 ,class determines best division of space ,a the division is exactly in the center of the length4 ,b the division comes at a point between one-half and two-thirds of the length4 ,c the division comes at a point more than three-quarters of the length4 ,d the division comes at a point between one-half and two-thirds of the length4 ,at this point it will be well to direct the attention of the class to the possibility of space division in other places4 ,do you think that there are spaces1 other than windows1 which could be satisfactorily divided according to the same measurements8 ,members of the class may suggest panels in doors1 divisions in dress1 and the like4 ,marie is making a plain one-piece dress4 ,the narrow belt is to be of the same material4 ,where would be the best place for her to place the belt8 ,try placing a belt on a plain one-piece dress or provide three tracings of such a dress with the belt placed as follows3 ,in one the belt divides the dress in two equal parts4 ,in the second the belt is placed so the skirt is a little longer than the waist4 ,in the third the belt is placed at normal waistline4 7,with a long skirt this makes the skirt very much longer than the waist47 ,measurements may again be taken and compared with the divisions of the window4 ,the class may be led to decide that a plain dress is divided best by a belt which comes some place a little above or below the center of the total length4 ,sidenote3 ,class develops statement of principle for good proportion ,if you wanted to help someone to divide a space so the resulting parts would be pleasing1 what directions would you now give them8 ,each member of the class may be asked to write out a statement of directions4 ,some of these may be put on the blackboard and the class members given an opportunity to choose the one which they think would be most helpful in obtaining space division4 ,the final statement should bring out the following3 ,when a space is to be divided the result is most pleasing if the dividing line falls at a point between one-half and two-thirds of the length divided4 ,to insure real ability to use the principle of space division which has just been developed1 it will be necessary to give the class several problems which they may judge as a group4 ,these in turn should be followed by other problems which will call for individual planning and the application of the principle in their solution4 ,the number of such problems will vary with the class1 but there should be enough to insure the desired ability4 ,furthermore1 those given should be from as varied fields as possible so that the pupils will be able to make their own applications as needed4 ,series of ,suggested ,problems to ,test ,pupils' ,ability to ,recognize and ,use the ,principle of ,proportion ,just ,developed ,sidenote3 ,judgment problems given for class solution #a4 ,in which of these doors do you think the division into panels is most satisfactory8 ,why8 ,in this problem1 as in the succeeding ones1 the solution is not considered adequate unless each pupil can justify the choice she makes or the answer she gives according to the principle which was established in the earlier part of this lesson4 #b4 ,on which of these book covers do you think the space is best divided8 ,why8 #c4 ,small boxes have a variety of uses in our homes4 ,these are all approximately the same in size4 ,which do you think has the most interesting relation between the depth of the lid and the depth of the box8 ,why8 #d4 ,helen is planning to make a dress with a cape collar4 ,her mother thinks the collar is not deep enough and suggests that ,helen change the pattern4 ,how could she determine the most becoming depth for her cape collar8 #e4 ,jane did not have enough cloth to make a dress without piecing it or buying more material4 ,she decided to put a yoke in the waist4 ,how deep on the waist do you think a yoke should come to be most attractive8 #f4 ,mary has some #f-;inch glass candlesticks at home4 ,how can she determine the length of candle that would be most suitable when they are used on the buffet8 ,sidenote3 ,creative problem involving activity #g4 ,arrange the window shades so that the window space and the depth of the shade are pleasing in their relation to each other4 ,justify the arrangement you have made4 ,sidenote3 ,judgment problem involving activity #h4 ,choose a girl with whom to work during the next few minutes4 ,check to see if the dresses you are wearing to-day have the belts so placed that each dress is divided as well as possible4 ,suggest any desirable changes for each other and justify each change4 7,at some time in the development and subsequent use of the principle established in this lesson it will be well to connect it with a previously established and closely related principle4 ,such a connection is made use of in the following problems47 ,sidenote3 ,creative problem involving use of a principle previously developed #i4 ,i have an odd picture frame that ,i wish to use for this landscape which came from a magazine illustration4 ,the picture is the right width1 but it is too long for the frame4 ,how do you suggest cutting it so that it can be used in this frame and still retain its pleasing proportions8 7,such a landscape will obviously have a division of space in it by the line of the horizon4 ,the problem will be one of retaining pleasing space divisions in the picture1 as well as retaining pleasing proportions of the whole1 while fitting it to the frame47 ,sidenote3 ,possible assignment #aj4 ,choose a plain card most pleasing in proportion1 which may be used as a place card for the home economics luncheon that the class is giving to the mothers4 ,plan the placing of the names on these cards4 ,justify your choice of card and the place you have chosen for the name4 ,problem #aj may well be given as an assignment4 ,it may be given at any desired time in the problem series as a judgment problem following the establishment of the principle4 ,a definite attempt has been made to arrange problems #a to #h in order of degree of difficulty4 ,it is evident that those which necessitate creative planning and manipulation call for greater ability than the problems of selection4 ,although problems #i and #aj are given last they may be introduced at any point4 ,they are given last here because they require the use of two principles of proportion1 i4 e41 relation of length to width in objects and division of a space into two parts4 ,problems #a to #h make use of only one1 i4 e41 the principle concerned with the division of a space into two parts4 ,further ,suggestions for ,problems1 ,illustrative ,materials1 and ,assignments ,there are various possibilities of introducing this lesson on proportion other than through the arranging of curtains4 ,the curtain problem is used here because it involves a school situation4 ,such a problem sometimes has as great an appeal for girls as some of the most personal ones4 ,however1 any one of a number of problems1 such as the placing of a belt on a dress1 the depth of a flounce or yoke on a dress1 the relative lengths of jacket and skirt in a suit1 or the length of candles for candlesticks may be used for the introductory one4 ,choice will be determined upon class needs and school possibilities4 ,the important factor will be to see that the problem is so stated that it stimulates a desire on the part of the pupil for adequate solution4 ,if the school windows and real curtains are not available for this problem1 some window and curtain models may be borrowed from drapery departments of local stores for class use4 ,if it is not practicable to use curtains or to borrow store models1 the teacher might prepare in advance of the class meeting miniature windows for this problem4 ,these may be made of heavy construction paper1 cardboard1 or beaver board1 and should be of a size and scale that will permit accuracy in the conclusions drawn from their use4 ,the use of miniatures should be confined to emergency situations1 when the real things are not obtainable4 ,with some classes it may be necessary to use additional illustrative materials in which there are no other factors than those of space division4 ,the teacher may prepare rectangles of neutral paper1 representing any given space to be divided1 in which the division is made by a contrasting line in each of the following ways3 ,one divided exactly in half4 ,one with the dividing line between one-half and two-thirds of the length from one end4 ,one with the dividing line at a point three-quarters of the length4 ,one with the dividing line between three-quarters of the entire length and the end4 ,conclusions drawn from a comparison of the above illustrative materials may in turn be applied to other problems in which color1 texture1 or design may have made it difficult in the beginning for the pupils to focus their attention upon space division4 ,it is obvious that if choosing candles for certain definite candlesticks is the introductory problem1 candles of varying heights1 but of the same color1 will need to be provided if the class is to come to some definite conclusions4 ,if this problem is used in the judgment series1 as in the lesson above1 it will serve as another application of the principles of space division4 ,one possible assignment has been given in the lesson4 ,other possibilities present themselves as follows3 #a4 ,where could you find an illustration in which you think there is particularly pleasing space division8 ,will you bring such an illustration to class8 ,such an assignment affords additional training in selection and directs the observation of the pupils to their environment outside the school4 #b4 ,when you are at home to-night1 will you notice the arrangement of articles on your dresser8 ,if these articles are not as well arranged as you think they can be1 make an arrangement which is balanced and which divides the space as well as possible4 ,be ready to tell the class why you think you have a well-balanced and nicely spaced arrangement4 ,in this particular assignment it is assumed that pupils have previously developed the ability to make balanced arrangements4 ,this is a further application of that ability but in an advanced form4 ,in developing an ability to make balanced arrangements1 attention was centered on the placing of articles on either side of a center4 ,now that the ability to divide a space has been developed1 it is time to take up the balancing of articles within a given space so that the proportions of that space are pleasing4 ,it is highly desirable in the teaching of art that the relationships of principles in the attainment of beauty be established as soon as each is clearly understood4 ,it is not enough that a principle be clearly established and several applications of it made4 ,as soon as this much has been accomplished it is time that problems be used which involve this new principle and at least one of the preceding ones4 ,such a cumulative teaching plan is essential to make art training function most successfully in the lives of the pupils4 ,,class ,,projects ,many judgment and creative problems arise in certain group and class projects1 providing opportunity for utilizing and showing the relationships of the essential principles of art in their application4 ,they are more often undertaken in connection with home furnishing than with other phases of homemaking4 ,provision for such projects involving the selection of articles and materials and the arrangement of them to bring about an attractive and harmonious effect can usually be found right in the school4 ,for example1 as a class project1 the wall finishes1 the furnishings1 and the accessories may be chosen and arranged for a specific room such as the dining room1 bedroom1 or living room of the home-economics department if such rooms are available or the rest room for teachers or girls4 ,in some schools1 the separate cottage is used to house the home-economics department4 ,this offers an opportunity for pupils to show what they would do under practical conditions4 ,it is important that the furnishings for such cottages be in keeping with what is possible in the majority of homes in the community4 ,if when the cottage is new the teacher plans with the pupils for only the essential furnishings at first1 further problems of selection and arrangement will be reserved for several classes4 ,in a few schools the home-economics department has cooperated with the trade and industrial department in planning small houses1 which were then built by the boys in their carpentry classes4 ,the girls have then selected and arranged the furnishings for such houses as a class project4 ,when there is no opportunity within the school for such class or group projects1 there are other available possibilities to which a teacher of related art should be alert4 ,better ,homes ,week is observed in many towns and cities and those in charge are usually glad to turn over the furnishing of one or more rooms for the occasion to the local home-economics department4 ,a center to which so many visitors come affords an excellent opportunity for exemplifying to the community good taste in furnishings at a cost consistent with the income of the average family4 ,in one school the related art class took over the project of refinishing one of the rooms in the girls' dormitory4 ,it was necessary to use the furniture already provided1 which meant the expenditure of a minimum amount of money4 ,there was1 therefore1 the problem of refinishing some of the furniture to bring it into harmony with the newly planned room4 ,the old dresser was one of the pieces to be remodeled and painted4 ,figures #i and #aj show the dresser before and after the class had worked on it4 ,illustration3 ,figure #i4--,the dresser as found in the dormitory room ,illustration3 ,figure #aj4--,the same dresser after the class in related art had remodeled and painted it ,in a few instances1 homemakers have entrusted the furnishing of rooms in their homes to the related art class4 ,thus it is seen that a variety of opportunities do exist4 ,they should be located and such use made of them as will mean the enrichment and vitalization of the work in related art4 ,,notebooks ,in the limited time usually allotted for the teaching of art related to the home the teacher is confronted with the problem of how to make the best utilization of that time4 ,one of the first questions which must be decided is whether a portion of it shall be devoted to the making of notebooks4 ,in analyzing the situation she will need to determine the purposes which they serve4 ,the notebooks may be justified on the ground that they-- #a4 ,provide a collection of illustrative and written materials which pupils may have for future use4 #b4 ,provide a classroom activity through which pupils learn4 #c4 ,measure pupil ability to recognize art applications through the selection of pertinent illustrations4 #d4 ,may supplement or be used in place of a class text4 #e4 ,provide material for the school exhibit4 #f4 ,insure material for competitive purposes at county and ,state fairs4 #g4 ,maintain interest4 ,answering the following questions may serve to determine whether notebooks are of value to the pupil3 #a4 ,does the notebook provide for worthwhile individual experience8 #b4 ,will it pay in terms of time and energy expended8 #c4 ,what is the ultimate use of it8 ,the following chart may serve to aid the teacher in judging whether notebooks are justified3 ,chart #b4--;,analysis of the value of notebooks in art courses ---------------------------------------- ------------------------------------ ,value ,purposes of ---------------------------------------- ----------------- notebook ,in terms of ,in terms of time ,in terms of worth-while and energy ultimate use individual consumed of notebook experience ---------------------------------------- ---------------------------------- #a4 ,to provide a ,to the extent that ,usually more ,notebooks may be collection of the activities time and energy exhibited1 but material for involved exercise consumed than beyond that later pupil individual later use experience seems use4 judgment4 justifies4 ,this to indicate that is dependent upon few girls or the degree of women use them elaborateness of later in home the notebook4 life as a source ,copying1 tracing1 of information4 and pasting are very time-consuming4 ---------------------------------------- ---------------------------------- #b4 ,to provide ,to the extent that ,both may be well ,it may train classroom the activities spent1 provided pupils to be activity involved provide the evaluation observant and through which opportunity for in 7#a7 is kept critical and pupil learns4 exercising in mind and if thus aid in selection4 much of the making wiser mechanical work choices in is done outside real life4 of class4 ---------------------------------------- ---------------------------------- #c4 ,to measure ,to the extent ,a justifiable ,after selections pupil's to which the use of time and have been made ability to activities give energy1 provided they are of no recognize art added opportunity the emphasis use later as applications for making is on making a measuring in the independent selection and device4 selection of choices and offer the mechanical pertinent opportunity for processes are illustrations4 students to minimized4 recognize and select additional applications to those given in class4 ---------------------------------------- ---------------------------------- #d4 ,to supplement ,there is little ,it is not ,pupil may use it or use in opportunity justifiable use for review in place of a for individual of pupil's time organizing class text4 experience to compile text subject matter in writing a material which of the course notebook1 since should be made for examination4 the material is available to ,beyond this1 usually dictated them through probably little or copied from other channels4 use is ever made references4 ,with of it4 the present available facilities for reproduction of printed information there is little excuse for this procedure4 ---------------------------------------- ---------------------------------- #e4 ,to provide ,not a justifiable ,time and energy ,no use except materials objective4 ,it consumed do for some proud for school develops a sense not justify relative to show exhibits4 of false value4 preparing to friends the ,some judgment is notebooks for notebook that undoubtedly this purpose has won special developed1 but alone4 ,time so recognition4 the competitive used may mean spirit so far sacrificing exceeds the opportunities desire to for the learn that the development and experience is use of judgment frequently in real-life unfortunate to situations4 the individual4 ---------------------------------------- ---------------------------------- #f4 ,to insure ,see 7#e7 above4 ,see 7#e7 above4 ,see 7#e7 above4 material for competitive purposes at county and ,state fairs4 ---------------------------------------- ---------------------------------- #g4 ,to maintain ,to the extent that ,an expensive use ,of little value interest4 the pupils are of time and since notebooks permitted to use energy1 since are usually some originality interest may be stored away or initiative in obtained in so and forgotten4 choosing material many quicker and and compiling it1 easier ways4 interest may be ,if there is maintained4 seemingly greater interest it is probably in the manipulative processes rather than in art itself4 ---------------------------------------- ---------------------------------- ,in the light of the analysis of their value it would seem that the use of notebooks should be carefully considered before they are given any place in the teaching of art related to the home4 ,if used at all1 they should not be the objective of the course but the voluntary effort of the pupils in attaining other objectives and should take a minimum of class time4 ,from the standpoint of time alone there is certainly a question as to how much routine work in cutting1 pasting1 or writing should be permitted4 ,the teacher not only has a responsibility for teaching but for the most efficient teaching at a minimum cost in time and energy to the pupil4 ,the immediate and ultimate uses of collected materials should be the most important criteria as to kind and amount4 ,when the pupils have an opportunity to choose illustrations which show good application of art they are not only developing their powers of discrimination but are revealing the degree to which these powers have been developed4 ,some practices in judgment are valuable and probably sufficient in themselves4 ,for instance1 when a pupil selects two or three good examples of rhythmic movement in design she will have developed a finer feeling for rhythm and will have demonstrated her recognition of it4 ,of what value would it be for her to make a permanent record of these illustrations8 ,there are other selections that may be of more permanent value1 such as pictures chosen to illustrate some art application4 ,when these are mounted or framed attractively they make desirable additions to the girl's room and home4 ,illustrations suggestive of new and interesting ways of applying trimming1 or of arrangements for dressing table covers1 window draperies1 and similar materials are also of more permanent value4 ,they may serve the immediate purpose of illustration in the art class and then be made available for later use if they are filed in some way4 ,one of the most satisfactory means of keeping such materials is in large envelopes or portfolios4 ,these may be provided at small expenditure of time and money by using heavy wrapping or construction paper4 ,the latter may be made very simply by cutting and folding the paper to form a double-pocket envelope4 ,rather than encourage the notebook type of collection of magazine illustrations and samples of materials1 the teacher may interest the girls and women in selecting simple articles that may be used in their own homes and will give lasting enjoyment4 ,if a notebook or portfolio is to be used for keeping certain records for later reference1 the requirements for it should be limited to those which are easily attainable by all members of the class4 ,however1 this does not suggest a restriction of the efforts of the especially-talented pupil4 ,each page of the simplest notebook offers opportunity for the application of art principles in the planning of good margins1 as well as in making attractive groupings of illustrations on mounted and written pages4 ,it would seem desirable to discourage the elaborately decorated type of notebook covers because they consume considerable time for making and have such a temporary use4 ,portfolios well constructed and of lasting quality may be used later for keeping choice1 unmounted pictures1 or photographs4 ,,the ,,place ,,of ,,laboratory ,,problems ,the laboratory problem is a term quite generally used to designate a problem which is carried on within the classroom and involves some pupil activity4 ,such problems may involve judgment1 a combination of judgment and manipulative skills1 or a combination of judgment and creative thinking with some manipulation4 ,they may be used to discover a law or principle1 to verify a conclusion1 or to test the judgment and creative ability of the pupils4 ,the term as it is used here is restricted to the type of problem which involves judgment in selection1 creative planning1 and careful manipulation of materials for successful completion4 ,such problems are frequently known as craft problems4 ,since this type of problem involves so many kinds of ability it is evident that it can not be introduced too early in the course if it is to be executed successfully by the pupils4 ,to the degree that judgment ability in selection has been developed and there has been opportunity to do creative thinking1 the pupils will be able to carry out such problems more independently4 ,this does not mean that all laboratory problems are to be reserved until the end of the course1 but it suggests that each problem be considered carefully to determine if the pupils' preceding training has been adequate4 ,for example1 posters may be undertaken much earlier than a problem in tie dyeing4 ,the main requirement for successful posters is an ability to use the principles of proportion and emphasis4 ,a problem in tie dyeing to be successful should be preceded by an understanding of the use of the principles of proportion1 balance1 and harmony as well as of color4 ,the successful laboratory or craft problem provides a measure of the pupil's judgment and creative ability2 an opportunity for manipulative expression2 and a means of producing something that should contribute to the beauty of the home4 ,the pupil should visualize each finished article in its place in relation to the whole scheme of the room or home4 ,the making of articles for which there is no definite need or place in the girl's home can hardly be justified in school time4 ,the use of those materials in laboratory problems with which the pupils will need to work later is considered the more valuable experience4 ,for example1 experience in working with dyes rather than with water colors or paints will be more useful to the average girl1 for in her home she is more often confronted with the problem of renewing color in underwear or other garments or changing the color of curtains to fit in with the new color scheme of her room than with problems necessitating the use of water color or paints4 ,laboratory problems that are well selected and wisely directed will result in one or more of three values3 #a4 ,pupils may have a better appreciation of fitness and purpose4 #b4 ,pupils may have a greater desire to own and use beautiful things4 #c4 ,pupils may have a greater appreciation for possibilities of beauty in the simple things4 ,with these possible values in mind the teacher will need to determine which of the many laboratory problems can be used most effectively4 ,the following standards are offered as a basis for evaluating the various possibilities for such laboratory problems3 #a4 ,time4--,this is probably the most important factor because1 in the first place1 many laboratory problems are far too time consuming1 and1 in the second place1 the total time allotment for an art course is usually limited in the vocational program in homemaking4 ,every article which can be justified for a school problem should require a relatively small amount of time and few repetitive practices4 #b4 ,ultimate use of the article4--,this is a factor which is often lost sight of and as a result girls make ruffled organdy or embroidered or quilted silk pillows for which they have no real use4 ,every article should be evaluated in terms of its relation to use and surroundings and be chosen for a specific place4 #c4 ,structural quality of the article4--,structural design is the design made by the size and shape of the object4#bd ,laboratory problems involving structural design afford opportunity to make use of several art principles1 but to bring about structural beauty the pupil must have achieved real ability to use these principles4 ,every article should meet the fundamental requirements of good design4 #d4 ,suitable decoration for the article4--,decorative design is the surface enrichment of a structural design4 ,too often decoration has failed to contribute to the appearance or to the utility of the article4 ,decoration1 if any is used1 should make a lasting contribution rather than a temporary appeal4 #e4 ,good technique4--,an article may be well planned1 with good design and pleasing decoration1 and may be one that would not require too much time in the making1 but the finished product may not be acceptable because of poor technique4 ,laboratory problems should require only that type of technique which can be achieved successfully by the pupil4 ,the ultimate purpose of this particular part of the training in art related to the home is to enable girls and women to make selections for their homes that will contribute to their attractiveness rather than to produce artisans in the various crafts4 ,therefore the selection of class laboratory problems must be made most carefully4 ,the teacher will need to emphasize repeatedly the importance of structural value1 as well as the utility of articles if the pupils are to appreciate these qualities as more fundamental than decoration4 ,difficult situations often arise as a result of poor choices on the part of pupils for their laboratory problems or for the decoration of articles to be made4 ,great tact is required in leading pupils to see that such choices are poor without offending them4 ,it sometimes means slow progress and waiting until the class judgment brings out opinions that may have more weight than those of the teacher4 ,it is more effective for a teacher to allow a pupil to proceed through the trial and error method than to completely discourage the making of the poorly-chosen article4 ,however1 the successful teacher must evaluate each situation in light of the cost in time and money and the effect that failure would have upon the individual pupil4 ,the most important consideration is that out of the experience the pupil will progress toward the desired objectives4 ,the trial and error procedure is well illustrated in the following report of a ,wisconsin high school teacher3 ,related art is taught in all units but is taken up in detail for the first time in the sophomore year in home furnishing and decoration1 wardrobe planning1 and the ,christmas gift unit4 ,most of the girls come from very poor homes2 and the prevailing idea of beauty is largely artificial flowers or large framed family photographs4 ,the aim in the related art work has been to help the girls use the things they already have and to appreciate beauty in the things they own and have the opportunity to buy or see4 ,the following problem arose in the sophomore class of #bg girls in the home furnishing and wardrobe planning unit3 ,the girls were to make ,christmas gifts in which their knowledge of design and construction was to be applied4 ,the gifts were to be for some particular member of the family or friends4 ,after deciding what they were to make they planned the design and colors4 ,some of the girls used yarn or bias tape designs on theatrical gauze or monk's cloth1 making scarfs1 pillows1 curtains1 davenport covers1 or couch covers4 ,others made collar and cuff sets1 aprons1 underwear1 towels1 laundry bags1 pan holders1 or passe partout pictures4 ,elva came to school with a blue bird panholder to embroider in many colors as her gift to a married sister4 ,i told her it would take much time and ,i wondered if it were worth while putting the time on a panholder4 ,i asked her if the design were appropriate1 and she said she liked it better than the plain quilted holders4 ,i did not know what to do as ,i did not want her to spend time on such a foolish and inappropriate article but decided that she might be convinced of her poor choice after making it so ,i allowed her to work on the holder1 giving her help as needed1 but no encouragement as to the beauty of the holder4 ,in order that the others in the class might be more convinced concerning some of the things we had discussed in our related art from this holder1 ,i asked each girl to keep accurate account of time spent in making the gifts4 ,the girls who were making plain holders had finished a set of them and at least one other simple gift while ,elva continued embroidering on her holder4 ,everyone was much interested in all of the gifts and made many comments4 ,although none but ,elva knew my views1 she received no class approval or bursts of enthusiasm over her holder1 and one girl even ventured to ask her if she thought her holder was good design4 ,finally the gifts were finished1 and each girl exhibited her work1 criticizing it both constructively and adversely4 ,finally it was ,elva's turn4 ,it was a pleasant surprise when she said3 ,i spent #f-a_/b hours of time on this one holder1 and ,i don't like it now4 ,i could have made six plain ones1 and they would have been better in design and served the purpose better than this one will4 ,i don't think my sister will appreciate this holder more or maybe as much as one of the others4 ,the class did not take exception to her criticism1 and we then evaluated the design1 appropriateness1 and time spent on it4 ,the class decided ,elva was right in her conclusions that she had made a mistake4 ,as most of the girls were giving their gifts to persons in the community1 we discussed placing and use of the various gifts1 and the girls decided that after ,christmas they would tell how or where the gifts were being used4 ,when this time came and ,elva reported1 she said the panholder had surely been used and was so badly scorched that you couldn't even see the design that took #f-a_/b hours4 ,several laboratory problems which teachers have used in art classes are here presented4 ,in the light of the standards which are offered as a basis for determining what problems shall be chosen1 they are discussed briefly as to their educational possibilities4 ,the order in which they are listed is alphabetical and not suggestive of importance in ranking4 #a4 ,block printing4--,if the designs are so simple that the girl learns how to adapt similar simple designs to other things for her home1 this problem may have value in such a course4 ,in addition1 the girl is acquiring a wall hanging or a table cover that will have an appropriate place in her home4 ,such simple blocks may be kept for using on a variety of articles for gifts which the girl can make at very little expense and in a short time4 ,the stick printing also offers some opportunity for adapting designs4 #b4 ,fabric or yarn flowers for the wardrobe4--,if such articles are made of appropriate materials1 there is opportunity for girls to exercise judgment in the selection of colors1 textures1 and combinations that are suited for their use on special garments4 #c4 ,hand stitchery 7embroidery1 hemstitching1 fagoting1 and quilting74--,in so far as the pupils can justify the use of hand stitchery for a particular article or garment and then confine their efforts to the choosing and adapting of designs1 to the planning of color combinations and to the doing of just enough of the stitchery to learn the process1 stitchery problems may have a place in the art course4 ,the actual repetition of stitches is too time consuming for class practice4 ,unless the pupils will finish such problems outside of class some others would better be chosen4 ,there is an opportunity through stitchery problems to show girls how a bit of appropriate handwork may be applied to an inexpensive ready-made garment1 thereby enhancing its attractiveness and value4 #d4 ,lamp shades4--,lamp shades may be individual class problems if the pupils have real need for them4 ,if made in class the educational value comes through planning the size and shape1 choosing suitable and inexpensive materials1 and adapting appropriate designs to them4 #e4 ,lettering4--,since in many real situations in life one is requested to print one's name1 it would seem desirable to include some very simple straight-line printing problems4 #f4 ,marbleized paper4--,this is a possible class exercise which involves the handling of colors4 ,such papers may be utilized as wrapping for gifts1 book covers1 desk sets1 or portfolios4 #g4 ,painting furniture4--,there will probably be little opportunity or need for the actual carrying out of such a laboratory problem in the beginning course in art related to the home1 but it may be used successfully in a later unit in home furnishing or in a home project4 ,the educational value in painting furniture is confined to the choice of finish and color and in learning the manipulative processes4 ,the actual painting of many pieces is too time consuming to be done at school and too laborious for young girls to do unassisted at home4 #h4 ,place cards4--,the choice of size and shape of card and the placing of the name on it are the important factors in using plain place cards4 ,here is an opportunity for girls to make use of straight-line letters4 ,in selecting and making decorated place cards1 suitability to purpose and kind and amount of decoration are other factors that need to be considered4 #i4 ,portfolios4--,simple portfolios may be appropriately used as class problems provided the pupils have a need for them4 ,they afford opportunity for the application of the principles of proportion1 emphasis1 and harmony as well as of color4 ,if decoration is to be used1 it should be simple and suited to the material of which the portfolio is made and to its intended use4 #aj4 ,posters4--,when the need for posters arises1 a related art class may profit by applying their knowledge of color1 emphasis1 and space arrangement in making them4 ,for a simple yet attractive poster1 a well-mounted picture which suggests the story with one or two lines of lettering may be grouped to form a unit4 ,this takes but a short time4 ,for those students having difficulty in making the straight-line letters in crayon or ink1 the gummed or cut letters may be used1 or a school stamp lettering press may be utilized4 #aa4 ,rug hooking4--,the educational value of this problem is in the selection and adaptation of designs and colors to the spaces and materials used4 ,beyond this point it is largely repetitive manipulation2 and unless girls want to finish rugs outside of class1 and will have an opportunity to do so1 such work should be discouraged4 #ab4 ,tie dyeing4--,if good dyes are procurable and the exercise is limited to using a few hues1 tie dyeing may be desirable from the standpoint of developing ability to combine colors successfully and to the fitting of the design to the shape of the piece dyed4 ,if used as a class problem1 special attention needs to be given to the adaptation of design to the space4 ,this means careful preparation of the material for the dye bath4 ,wise planning for the desired color effects is also essential4 ,shaded dyeing offers an interesting opportunity for further use of color4 ,the problem involves the recognition of interesting ranges of values and the determination of pleasing space relations for those values4 ,it has been suggested previously that handling dyes would be a more valuable experience to girls than using paints or water colors4 ,however1 to insure success1 dyes of standard quality should be selected and carefully prepared4 ,soft water has been found best for most dyes4 ,a soft1 loosely woven material without dressing is typical of the fabrics that are most frequently dyed at home and may well be used at school4 ,carefully dyed yard or half-yard lengths of cheese cloth have been found valuable in supplementing other fabrics in the study of color4 ,the experience girls gain in mixing and handling the dyes for these short length pieces has been deemed by some teachers as far more valuable than that gained through making flat washes for a color chart as a means of understanding colors and their relationships4 ,much time is usually lost in having pupils attempt to mix paints for flat washes for the various hues of color charts4 ,the purpose of making color charts is to provide the girls with a guide for recognizing and combining colors4 ,many teachers have found that a more successful method is to have the pupils arrange colored fabrics or papers in the order of their hue relationship4 ,it has not been considered necessary for each pupil to do this1 since the ability to recognize hues and their relationships may be equally well achieved through working in groups4 ,a large chart of standard hues provided by the teacher will be valuable in developing understanding of color4 #ac4 ,weaving4--,this problem requires a loom1 and for the small amount of weaving that should be done in school and in view of future needs1 the teacher is seldom justified in asking for such a piece of equipment4 ,book ends1 trays1 and candlesticks are essential articles from the standpoint of utility and well-selected ones are valuable as illustrative material in the development of good judgment in their selection and arrangement4 ,when these articles are used as laboratory problems1 special care should be taken to avoid placing the emphasis upon decoration4 ,there are no doubt other problems that may be used successfully4 ,however1 only those should be chosen that will supplement the art training advantageously and that will measure up to the five suggested standards on pages #dg-dh1 which1 stated in more specific terms1 are-- #a4 ,every article should require a relatively small amount of time and few repetitive practices4 #b4 ,every article should be evaluated in terms of its relation to use and surroundings and chosen for a specific place4 #c4 ,every article should meet the fundamental requirements of good design4 #d4 ,decoration1 if any is used1 should make a lasting contribution rather than a temporary appeal4 #e4 ,all problems should require only that technique which can be achieved successfully by the pupils4 ,,field ,,trips ,field trips in some form have been used to quite an extent in the teaching of many subjects and have been undertaken for a variety of reasons4 ,in the teaching of art the purpose may be fourfold3 #a4 ,to stimulate interest in beauty4 #b4 ,to provide contact with materials and articles as they are to be found in life4 #c4 ,to extend information4 #d4 ,to provide additional opportunity for exercising judgment4 ,unless the trips to be made by the class are planned carefully they may become merely freedom from regular school routine4 ,if the group has an opportunity to help plan the trip1 including the route to be taken1 the points of interest to be looked for and reported upon at the next regular meeting of the class1 the conduct to be maintained on the trip1 and the courtesy due the homemaker or the merchant or the business man who is cooperating with the class visit1 there is bound to be greater interest and concentration upon the trip with more beneficial results4 ,trips taken very early in the unit or course can do little more than serve as a means of stimulating interest in the new phase of work4 ,trips taken later may be used to verify conclusions and develop judgment in making selections as well as to create broader interests4 ,one class in a study of clothing selection made several trips to the local stores4 ,the first one was preceded by a study of surface pattern in dress fabrics from the standpoint of the effect of design and color upon the appearance of the wearer4 ,the trip to the local stores was made to determine which of the wash dresses exhibited in three store windows best met the standards which the class had set up for such a dress4 ,the standards were as follows3 #a4 ,the style or design of the dress should be suited to the kind of fabric and the surface pattern of it4 #b4 ,the trimming should be in harmony with the construction lines and the color of the dress4 #c4 ,the surface pattern of the material should be one of which the wearer and her friends would not soon tire4 ,in this particular case1 since the class was small and the trip included only window shopping1 some discussion was carried on in the group as they stood outside of the display windows4 ,at a little later time the same class was taken to the stores on a shopping trip4 ,each pupil was asked to select material for two dresses for one of her classmates1 one to be for a washable school dress and the other for a dress-up dress4 ,the materials were to be selected from the standpoint of color and design for the individual and of suitability for the type of dress4 ,the procedure set up by the class previous to the trip was to work quietly and independently at the store and to refrain from saying why they did or did not like various things they saw there4 ,when each girl had made her selections she was to ask the clerk for small samples and to be sure that the rest of the class saw the large pieces from which she had made her selections4 ,during the next class period each girl exhibited her samples and justified the choices she had made4 ,the girl for whom the selections had been made was given an opportunity to express her opinion1 and the remainder of the group were encouraged to comment upon the proposed materials4 ,when these pupils later had the problem of selecting materials for the new spring dresses they had decided to make in class1 there were many evidences that the experience gained on the trips to the stores had been of real value to them4 ,in the study of accessories for the spring dress this class had another window-shopping trip which followed a lesson on the selection of shoes4 ,the purpose of this trip was to see what effect trimming lines had upon the apparent width and length of the shoes and to choose from those displayed in the windows the style of shoe that would be most suitable for some member of their class to wear with a dress she had made or purchased4 ,field trips that have a definite purpose and are well planned and arranged for in advance can make valuable contributions to the classroom training in art4 ,if a class is to be taken on a trip to a store1 to visit a home in the community1 or to an industrial plant it is only courteous and an evidence of good management for the teacher to obtain permission and make necessary arrangements with the merchant1 the homemaker1 or the manager far enough in advance to avoid conflict in time and to plan in accordance with their most convenient time for visitors4 ,,measuring ,,results ,how can the degree to which art training is functioning in the lives of the girls and women be determined8 ,it is fully as important for the teacher to evaluate results of her teaching as to plan for it carefully4 ,this has been commonly recognized as a definite part of teaching1 but the procedure has been largely limited to the giving of written tests4 ,such tests have usually been of the type that measure factual information and have probably failed to indicate the degree to which the student's life has been improved by her use of the art information4 ,tests which are thought provoking and the solving of school problems are both valuable measures1 but they are not sufficient in themselves for testing art4 ,they fail to reveal whether or not the girl is making voluntary and satisfactory art applications or appreciating beauty to any greater extent in her everyday life4 ,whitford#be refers to outcomes as follows3 ,two significant and fundamental outcomes of art education are revealed by an analysis of the relation of this subject to the social and occupational life of the pupil4 ,these are1 first1 ability to recognize and appreciate art quality and to apply this ability to the needs of everyday life2 and1 secondly1 ability to produce art quality even though in a relatively elementary form4 ,when art has been effectively taught there are many tangible evidences of its functioning in the personal and home life of the girl4 ,what are some of these tangible evidences that indicate successful art training8 ,the outstanding ones may be found in the girl's appearance at school and in the choice and arrangement of furnishings in her room and home4 ,evidences of the ,successful ,functioning of ,art in the ,classroom ,improved personal appearance of pupils may manifest itself in their selection of ensembles from garments already possessed or from newly selected garments from the standpoint of-- #a4 ,color combinations4 #b4 ,texture combinations4 #c4 ,appropriateness of clothing for school4 #d4 ,appropriateness of style of garments to the girl4 #e4 ,appropriateness of accessories4 ,the story of freckled-faced ,mary well illustrates how art did function in one girl's life4 ,she was an unmistakably plain high-school girl4 ,her hair was red1 her face freckled1 and her nose decidedly retrousse4 ,her clothes of gaudy colors never fitted and always seemed to emphasize her personal deficiencies4 ,but one day a new teacher came to the school1 whose business it was to teach home economics1 and into her hands ,mary1 mercifully1 came4 ,a few months later the ,state supervisor of home economics1 a close observer1 visited the school1 and her attention was soon drawn to ,mary1 not as the worst-looking girl in the school but as one of the best-looking girls in the school4 ,soft1 becoming colors1 good lines1 and a suitable style of garments had brought out the best tints in her red hair1 softened the freckles1 and transformed a plain girl into an attractive one4 ,all of this had been accomplished as an indirect objective of the teacher in her related art instruction in home economics4 ,mary had unconsciously learned that beauty is1 after all1 a relative term in regard to individual objects and that it is the setting that gives grace and charm4 ,unless the teacher is on the alert some interesting evidences of successful teaching may go unnoticed4 ,some of the changes in the pupil's appearance come about gradually and without audible comment4 ,such was the case in one class4 ,most of the year ,betty had been wearing an old #a-piece wool dress4 ,during the winter she had worn a belt of the dress material at a low waistline1 so that the belt covered the line at which the pleats were stitched to the dress4 ,early in the spring1 and1 as it happened1 near the beginning of the art unit1 ,betty evidently became much interested in the styles that advocated a return of the normal waistlines and succumbed to the appeal of the new leather belts in the store window4 ,for several days she proudly wore a wide leather belt fairly tight and high1 with this straight flannel dress1 all unconscious of the fullness bunching above the belt1 the poor proportions of the dress1 and the poorly finished seam where the pleats were joined to the dress4 ,after some time had been spent on the art unit in which no direct reference had been made to ,betty's belt1 the teacher was very much pleased one morning to notice that ,betty had taken in the side seams of her dress to remove some of the fullness and was wearing the leather belt a little more loosely and somewhat lower1 so that the space divisions of the dress were more pleasing4 ,is there a better evidence of successful art training than that which shows that the pupil is able to adapt in an attractive way the garments of her present wardrobe so that they measure up to the individual's desire to be up to date8 ,a ,kansas teacher reports that she overhears comments among girls before and after school which reveal evidences that art is influencing tastes4 ,here are some examples of these comments3 ,that color is too bright for her4 ,that particular green dress makes her skin look yellow4 ,those beads harmonize beautifully with that dress4 ,she is one girl who should not wear her belt high4 ,it makes her look so short and dumpy4 ,i have given my sister my colored scarf1 which ,i now realize clashed with everything ,i had1 but fits in with her things4 ,better pupil contributions to class work constitute another evidence of the effectiveness of art instruction4 ,these manifest themselves in-- #a4 ,voluntary reports and comments of observations and experiences4 #b4 ,the bringing in of illustrative material for class and bulletin board use4 #c4 ,the asking of relevant questions4 ,some of these may be evidenced outside the regular class period4 ,this was true in the case of ,joan1 a high-school freshman in an art class1 who had been rather unwilling at times to accept the art standards set up by the rest of the class4 ,her argument was1 ,what difference does it make8 ,why can't everyone select just the things she likes8 ,very little attention was definitely directed to her for she would sulk if pressed for a reason to justify her statement that everyone should choose as she liked4 ,one ,monday morning the teacher1 upon her arrival at school1 found ,joan waiting in the classroom to tell her of the shopping trip she had had with her mother on ,saturday4 ,joan had selected a red silk dress which she and her mother had both liked4 ,after going home ,joan had begun to wonder if the dress would look all right with her last year's coat and hat and wanted to know what kind of hose would be best to wear with the dress4 ,this teacher could well feel that her art teaching was developing in ,joan a real interest in art4 ,assumption of greater responsibility by the pupils for more attractive arrangements at school contribute another evidence of the effectiveness of art instruction4 ,this may manifest itself in the arrangement of-- #a4 ,articles on tables1 buffets1 or bookcases4 #b4 ,flowers in suitable bowls4 #c4 ,books and magazines4 #d4 ,exhibit cabinets4 #e4 ,stage settings for class plays4 ,still another criterium of the effectiveness of art instruction is the spread of interest in the work from home economics pupils to others in the school4 ,a teacher of related art in ,missouri says3 ,one of the most striking and pleasing evidences of art's carrying over is the fact that so many girls outside of the home-economics department come in and ask questions regarding some of our pupils' clothing or ask to see the art work done here4 ,the seniors in the teacher-training department are especially interested1 as they expect to teach art in the rural schools and have had practically no work in it4 ,evidences of the ,successful ,functioning of ,art in the ,home ,one of the most gratifying results of art teaching is the influence it creates in improving the homes of the community4 ,this may be seen through-- #a4 ,more attractive arrangements and rearrangements of furniture1 rugs1 pictures1 and accessories4 #b4 ,elimination of unnecessary bric-a-brac4 #c4 ,more suitable use of color4 #d4 ,more appropriate choice of textiles and texture combinations4 #e4 ,improved selection and care of shrubbery1 hedges1 and flower beds4 ,removal of unnatural or grotesque shapes4 #f4 ,improvements in walks1 trellises1 fences1 and gates to make them more suitable for house and grounds4 ,a teacher in a vocational school in ,north ,dakota reports as follows3 ,one of the most valuable evidences of improved practices that ,i see from our art work is the girls' appreciation of things that are beautiful and their desire to acquire a few truly beautiful things for their own rooms and homes4 ,an itinerant teacher trainer describes a lesson in related art which she observed4 ,it is given here for its very practical suggestion of a means for measuring results of teaching3 ,the day before my visit the teacher had taken all the girls of her class to a city about #ah miles away to purchase ,christmas gifts for their mothers4 ,the girls had limited themselves as to possible types of gifts within their limited means and at the same time suitable for their mothers4 ,only one gift cost more than #a and that was the joint gift of two sisters to their mother4 ,the class had agreed that each gift should be of such nature that the application of art principles studied would be involved in making a choice4 ,they had practically confined themselves to pictures1 beads1 book ends1 or vases4 ,all of the gifts had been brought to the home-economics rooms for storage until the ,christmas tea when they would be presented to the mothers4 ,the girls brought out all their purchases and all entered into the judging without false modesty4 ,in some cases the purchasers were able to suggest improvements in future purchases4 ,the entire group showed unusual poise1 self-confidence1 and good judgment1 as well as tact1 in making suggestions4 ,the new problem arising from this lesson of designing an invitation to the annual ,christmas tea for the mothers was a very real one to the girls4 ,the principles of balance were taught and applied1 and the girls decided on a design for the invitation4 ,various tests and problems may also serve to measure the results of art teaching4 ,a description of the test which was used at the end of one art unit1 as a basis for determining the use the pupils were able to make of that training1 is here included4 ,it is hoped that this plan may prove suggestive to other teachers4 ,the test was given at the close of an art unit which had been conducted according to the method described earlier in this section4 7,see ,section ,,iv1 pp4 #cd to #db47 ,the class consisted of ninth-grade girls and met for daily class periods1 #hj minutes in length4 ,at the beginning of the period on this day the teacher told the class that the first part of the period was to be devoted to a make-believe shopping trip4 ,in this test1 cost was not a factor but the material used did not include too wide a range in values4 ,slips with the names of the articles for which they were to shop and directions were prepared4 ,some of the shopping was to be done individually and some of it by groups4 ,when all were finished the shoppers were to meet in the classroom and be given an opportunity to see all of the purchases and to know why each selection had been made4 ,the slips were then passed out from which the pupils were to draw4 ,the directions for procedure on the slips were as follows3 #a4 ,select from the box of scarfs the one you think would be most suitable to wear with the blue coat that is in the clothing room4 7,three girls drew copies of this slip and worked together in choosing the scarf and justifying the final choice47 #b4 ,for the plain tailored flannel school dress hanging in the clothing room1 select a scarf or some appropriate accessory which could be worn with the dress to introduce variety4 7,three girls worked on this shopping problem47 #c4 ,mrs4 ,b4 wishes to use this colored picture and these blue-green pottery candlesticks in an arrangement on her mantel4 ,she does not know what color of candles to buy4 ,she is afraid that if she uses blue-green candles the color combination will be monotonous4 ,which of these candles would you suggest8 ,why8 7,there was considerable variation in the candles provided4 ,in addition to several hues from which to select there were plain as well as decorated candles1 and some variations in length4 ,two girls made this selection47 #d4 ,suppose your bedroom were a small one and had but one window in it4 ,select from these samples the wallpaper design that you think would make the room look larger and the material to use for draperies in the room4 7,a large wallpaper sample book and several samples of plain and figured fabrics in a variety of colors were provided for the two girls who did this shopping47 #e4 ,you are to have a new print dress4 ,which of these pieces of material would you choose as having the most rhythmic design8 ,which trimming material do you think would be best to use with it8 7,several samples of printed materials were pinned together and each pupil who drew a copy of this slip was given a separate set from which to choose4 ,bias tape1 braid1 and lace1 as well as plain and printed fabrics1 were provided for trimmings47 #f4 ,choose from these printed fabrics the one that you think would be most suited in color and design for some member of this class4 ,tell for whom you have made the selection1 justify your choice1 and suggest the trimming that you think would be most appropriate4 7,the selections were made from a miscellaneous group of samples1 printed and plain materials in a variety of colors47 #g4 ,from colored fabrics plan three color combinations that could be used for a dress4 ,describe the combinations that you have used in each as to hue1 value1 and intensity1 indicating areas of each color and justify their use together4 7,an assortment of fabrics separate from those used by other pupils was prepared for this group to save time and to enable the pupils to work independently4 ,if fabrics are not available1 papers may be used1 although colors are never the same as in fabrics47 ,as soon as the purchases were all completed the pupils individually or as group representatives1 exhibited the selections to the class and gave the reasons justifying each choice4 ,the entire class participated in commending or criticizing the selections made and the reasons given4 ,here the teacher was able not only to measure the individual's ability to solve a given problem but to observe how readily the pupils could recognize desirable selections and offer correct art reasons as the basis for those selections4 ,immediately following the reports1 the pupils took their places around the tables in the clothing laboratory1 and the remainder of the period was devoted to individual and written judgments of materials which were passed around the class4 ,this material was numbered1 and to each piece was attached a slip of paper containing suggestive questions and directions as follows3 #a4 ,to which of these mounted pictures do you think the margins are best suited8 ,why8 7,the pictures cut from magazines were suitable for the classroom or a girl's room and were mounted on a neutral construction paper4 ,only one had margins suited to the size and shape of the picture47 #b4 ,which of these stamped and addressed envelopes do you think has the most pleasing margins8 ,why8 7,several envelopes differing in size and shape were addressed and stamped in a variety of ways47 #c4 ,which of these dress designs are balanced8 ,select one that you have decided is not balanced and suggest the changes necessary to make it so4 7,illustrations of several dress designs that the pupils themselves might use were chosen from a current fashion sheet and were mounted and numbered4 ,attention was first focused on the designs which were balanced and then on the possibility of improving those that were not balanced47 #d4 ,in which of these pieces of china do you think the design is in harmony with the shape of the dish and would make a suitable background for food8 ,justify your choice4 7,in the absence of real china1 magazine advertisements of china furnished the necessary examples from the standpoint of color and design47 #e4 ,which of these three border designs has rhythm made most beautiful8 ,why8 7,advertisements of towels with borders furnished the designs47 #f4 ,is this calendar pleasing in proportion8 ,give reasons for your answer4 7,the calendar was quite a long rectangle in shape1 but the margins were well suited to it1 and the entire space was well divided47 #g4 ,what in this picture catches your attention first8 ,how has the artist emphasized it8 7,the picture used was one taken from a magazine cover and was a copy of a painting of recognized merit47 #h4 ,which of these fabrics has the most pleasing combination of stripes8 ,why is that piece more pleasing than the other two8 7,cotton materials were provided with stripes varying from those that were regularly repeated at intervals as wide as the stripes1 to those in which there was an interesting grouping of stripes of varying widths47 #i4 ,which of the containers pictured in this advertisement would you select to use for an arrangement of flowers8 ,why8 7,the containers varied from those which were undecorated and well proportioned1 to those which were elaborate in shape as well as in surface decoration47 #aj4 ,on this page are two color combinations4 ,tell what scheme has been used and by what means the colors have been harmonized4 7,these combinations were cut from magazine advertisements in which the combinations were pleasing4 ,the colors had been harmonized through the quality of each color as well as the area47 ,in each of the above situations the answer was not considered adequate if the pupil had merely made a choice4 ,a reason was needed to substantiate that choice and the most complete answer was based on the principles of art which applied in each case4 ,this did not mean that formal statements of the principles were required4 ,it was considered much more desirable to have the pupils give in their own words the art reasons which justified each choice4 ,that such a test gives pertinent evidence of the use pupils are able to make of their art training is shown in the words of the teacher who gave the above test3 ,i did not want my students to feel that art work was something to be memorized until the course was over but a thing to be carried through life4 ,i was very much pleased with the results ,i obtained from the class4 ,the pupils responded to the idea that art could be used in every phase of life even when it came to writing up their daily lessons4 ,they no longer thought of art as something accomplished only by professional artists1 nor the word as meaning painting and drawing1 but as the feeling or appreciation of things beautiful in line1 design1 and color4 ,by having them constantly put into practice the art principles which they learned1 by the end of the art unit the pupils had enough confidence in themselves to back up each choice that they made with a reason4 ,i felt that this type of a test was a true test of their art knowledge because it was practical4 ,immediately the question arises as to the source of materials to use in such a test1 for it is evident that those used as illustrative material for developing or applying principles in class can not be reused in the test4 ,for questions #a1 #b1 and #c of the first part 7p4 #ei7 the materials used may be borrowed from a store or solicited from interested friends4 ,the girls themselves may be asked in advance to bring in a scarf and some dress accessory4 ,since the choice is confined to an article suited for a particular garment that choice ceases to be a personal one1 although some pupil-owned garments and accessories are used4 ,drug stores1 paint shops1 and drapery departments may be solicited for wall paper catalogues and samples of fabrics4 ,some firms will send fair-sized samples or swatches of material for class use4 ,in the second part of the test 7pp4 #fj-fb7 magazine illustrations and advertisements proved to be most usable4 ,illustrative materials have long been recognized as having an important part to play in the teaching of home economics4 ,the possibilities of their use in testing the results of teaching have not yet been fully appreciated4 ,further suggestions on illustrative materials will be found in ,section ,,vi1 page #ge4 ,the objective type test also has its place in measuring results4#bf ,as has been suggested1 many tangible evidences of the effectiveness of art instruction may be observed and several of them can be noted in the classroom4 ,others of equal or greater importance can not be measured in the classroom1 but can only be determined by the teacher as she visits the home1 supervises home projects1 and participates with her pupils in the life of the community4 ,the home project has been an essential part of the vocational program in home economics since the inauguration of the vocational program in #aiag-aiah4 ,it has afforded an opportunity for extending the work of the classroom into the home and has developed additional desirable abilities through practice under normal conditions4 ,the project carried on in the home has therefore been considered a valuable educational procedure4 ,it is also a measure of results of teaching in that it shows how well the girl is able to apply classroom training to actual situations that arise in her project4 ,art can contribute to the success of many home improvement and clothing projects4 ,there has been a tendency in some cases1 however1 for the pupil's interest in the actual manipulative processes involved in the project to be so great that she lost sight of the opportunities for the best applications of art4 ,in the home project ,redecorating my room1 there is evidence that the pupil has consciously applied art for the successful attainment of it4 ,this project1 reported as follows1 grew out of the unit in home furnishing1 which is recommended as an additional study following the first general course in art related to the home4 ,name of project4--,redecorating my bedroom4 ,plan of project4--,since my bedroom must be repapered and painted1 ,i plan to make it as attractive as possible by following some of the things we have had in our art work in home economics4 ,the plaster of the walls is not suitable for painting1 so ,i will select some light and cheerful colored paper with figures in warm pastel shades4 ,the woodwork1 which is a pea-green color1 is quite dull and cool for a north room and needs brightening up1 so instead of having the same color again1 ,i will paint it a light cream or ivory4 ,a dark-yellow paint covers the floor1 which is quite worn in some places4 ,i do not like this color1 so my plan is to use either light brown or tan1 at least something darker than the walls1 as ,i want the floors darkest1 the walls next1 and the ceiling the lightest4 ,to make the furniture1 which is now varnished1 blend with the color of the woodwork and floor1 it too will have to be painted a color lighter than the floor or darker than the woodwork4 ,in place of white tie-back curtains1 deep cream or some other color darker than the white will be more suitable with plain-colored draperies1 as they will blend with the ivory woodwork and enameled furniture4 ,in order to contrast the curtains with the bedspread and dresser scarf1 ,i think the spread and scarf can be a lighter cream color4 ,a cushion for the rocker and a flower by the window will also add color and finishing touches to the room4 ,outline of project activities4-- ---------------------------------------- -------------------------------- ,jobs ,references ---------------------------------------- -------------------------------- ,selected wall paper and helped ,looked through several wall paper paper the room1 using paper catalogues and samples at the with light background and furniture store4 pastel figures in it4 ,painted the woodwork an ivory ,i got sample folders of paint and color4 also used the samples in the catalogue4 ,the ,house and ,its ,care1 by ,matthews4 ,painted the floor an inside tan ,used sample folders of paint4 7deep tan color74 ,goldstein1 ,art in ,everyday ,life1 for suggestion on color4 ,painted the furniture with beige ,i referred to paint folders4 enamel4 ,made an unbleached krinkled ,i looked through several magazines spread1 repeating the color of and catalogues for styles and the draperies on the spread4 my mother and sister gave suggestions4 ,made deep cream voile curtains4 ,studied different styles of curtains ,these were straight curtains1 in magazines4 not ruffled4 ,made draperies4 ,referred to magazines and catalogues4 ,made cretonne cushion for rocker4 ,mother gave me suggestions4 ,made a dresser scarf1 repeating ,consulted mother and my teacher4 colors that are in the wall paper4 ---------------------------------------- -------------------------------- ,time for project4--,a total of #fb-a_/b hours was spent on my project between ,november #ae and ,january #aa4 ,story of my project4--,my bedroom is a northeast room1 long and narrow1 with sloping walls1 and had but one window on the north side4 ,this made it dark and cheerless during most of the year4 ,last summer my father built a dormer window in the east side of the sloping walls4 ,immediately the room seemed transformed4 ,it did not look so long and narrow and the sunshine drove out the darkness and cheerlessness4 ,this improvement gave me the idea of remodeling the bedroom1 and ,i saw many possibilities of making it into a cheerful and cozy one1 where ,i could spend much of my spare time4 ,i began almost immediately to remodel4 ,the first thing ,i started with was the walls4 ,they were not suited for painting1 so ,i chose paper1 which ,i got at the furniture store4 ,after looking through several wall paper catalogues ,i chose paper with a light background and an inconspicuous1 conventionalized design in pastel tones of blue-green1 red-orange1 violet1 and yellow4 7,sample attached47 ,before ,i put the paper on the wall ,i cleaned and sandpapered the woodwork1 floors1 and dusted the walls4 ,father and ,i then began papering4 ,we had some trouble in matching the paper1 but after the first two strips were matched the rest was put on without difficulty4 ,the next job was painting the woodwork4 ,i applied two coats of ivory paint after having dusted the wood so that there would be no dust to interfere with the painting4 ,this was done successfully and without difficulty4 7,sample of color used47 ,the next step was painting the floor4 ,i chose inside tan4 7,sample of color used47 ,the furniture was easier to paint than the floor but it took quite a while to give it two coats4 ,i used enamel that dried in two hours1 so had to be careful not to rebrush the parts ,i had painted1 as rebrushing causes light streaks after the paint has set4 7,sample of color used47 ,with father's assistance1 ,i completed the difficult work of papering and painting4 ,then ,i began the pleasant work of making a spread1 curtains1 draperies1 and cushion4 ,i looked through several magazines1 catalogues1 and books for the different ways of making curtains1 spreads1 and draperies4 ,my mother and sister also gave suggestions as to what would go best with the room and how to make them4 ,i chose deep cream voile curtains with red-orange 7peach7 pongee draperies4 ,the curtains are made with a wide hem at the bottom and sides4 ,the spread is of unbleached krinkled muslin4 7,sample attached47 ,i have a deep ruffle of the same material at both sides and ,i repeated the red-orange color in two bands near the ruffle4 ,the rocker needed a cushion4 ,this ,i made of figured cretonne1 which blends nicely with the room4 7,sample attached47 ,on the floor ,i have two rag rugs which also have colors of blue1 red-orange1 and tan4 ,my teacher came to visit my room one evening and gave me some splendid ideas4 ,i shall add a homemade wardrobe for my clothes and put a low shelf in it for my shoes4 ,in front of the dormer window a table will fit nicely4 ,i am going to fix this table up with some books supported by book ends1 a simple box1 and a blooming plant4 ,i will keep some simple and useful articles on my dresser4 ,all through this report there are many evidences that the pupil can apply the principles of art successfully and also that she knows how to obtain further information as needed4 ,another interesting feature of this project is that the pupil did not consider this a finished piece of work when her original plan had been completed4 ,she saw other possibilities for her room and was beginning to make plans for further changes and additions in keeping with those that had been completed4 ,there is no better evidence of the success of art training than in the effective use the girl makes of it in her home life4 ,it may be anticipated that a girl who has gone this far in improving a part of the home will endeavor to make other desirable changes4 ,to the extent that the members of the entire family welcome the changes brought about by the project and enjoy the results1 the project may be considered successful4 ,the success of art instruction may then be evaluated by-- #a4 ,evidences in the classroom4 #b4 ,evidences in the home4 #c4 ,tests which call for judgment and creative thinking4 #d4 ,home projects4 ,,home ,,projects ,home projects involving the use of art are to be encouraged1 not only as a device for measuring the results of teaching1 but as a means of stimulating applications of art in the home4 ,art training will function in the immediate lives of the girls to the extent that successful applications of it are made through the home projects4 ,however1 such applications are not made without the ideal and therein lies the importance of developing in girls ideals of having and creating beauty that will be sufficiently deep seated not only to motivate but to carry through pieces of work in their homes that will bring more beauty and satisfaction to the families4 ,projects carried on in the home demand more than a repetition of certain processes that have been learned in school4 ,they involve the bringing together of many principles and processes1 the exercising of judgment in determining which are needed1 and then the applications of these in the new situation4 ,thus the home project is a creative piece of work4 ,much more use of art should be encouraged in many of the projects which girls are choosing in all phases of home activities since it can contribute so much to the comfort and attractiveness of homes1 and these are essential factors of happy family life4 ,lewis ,mumford1#bg a distinguished critic of modern architecture and decoration1 has fittingly said3 ,the chief forms of decoration in the modern house will be living things--flowers1 pictures1 people4 ,here is a style of interior decoration that perpetually renews itself4 ,for the modern house is built not for show but for living2 and the beauty it seeks to create is inseparable from the personalities that it harbors4 ,it is safe to predict1 on the basis of the home projects in which desirable art applications have been made1 that through conscious effort the following outcomes may be expected3 #a4 ,the ideal of creating beauty in the home will be strengthened4 #b4 ,pupils will recognize greater possibilities for making art applications4 #c4 ,pupils will become more observing and discriminating4 #d4 ,family life will be bettered by those projects in which home improvement has been achieved4 #e4 ,pupils will appreciate that beauty is not dependent upon cost4 #f4 ,more successful projects will be carried out4 ,the last point is reflected in the summary of results that one girl made of her home project1 ,improving the ,looks of ,my ,room4 ,she said3 ,the only cost for my project was for the two little pictures that ,i hung by the mirror4 ,i learned that it is not always the cost or quality that determines the attractiveness of a room4 ,things must be arranged correctly or much of the beauty is lost4 ,my mother thought that everything ,i did to my room was an improvement and encouraged me to do much more4 ,i am planning to do more for our entire house in the future4 ,the home project which resulted in an improved kitchen in one home had a favorable influence upon the home life of the family4 ,the girl1 with the financial assistance of her brothers1 had made an attractive and more efficient kitchen in the bare #d-room house1 which was the home of the family4 ,the living quarters were naturally limited in such a small space4 ,in reporting on this project the teacher said3 ,i feel that this project has been very worthwhile to ,ethel and her whole family4 ,her mother was so grateful and told me how much better it made her feel to walk into a bright1 cheerful kitchen every morning4 ,she said that her boys were so pleased they had made a living room out of the kitchen on cold winter nights4 ,suggestive ,home ,projects in ,which ,art is an ,important ,factor ,clothing projects which include planning as well as construction offer many possibilities4 ,this planning would necessitate such applications of art as the adapting of style1 design1 and color to the individual1 selecting and combining textures and colors in the fabrics1 and using appropriate trimmings and accessories4 ,such projects would also afford opportunity for exercising judgment through the evaluation of results4 ,the same opportunities exist in the make-over projects as in the others in which all new materials are used4 ,a few clothing projects involving art are suggested1 as follows3 #a4 ,planning and buying or making 7a7 school wardrobe for self2 7b7 season's wardrobe for small sister or brother4 #b4 ,making the most of clothing on hand4 ,this will involve cleaning1 pressing1 and mending1 as well as some remodeling4 #c4 ,remodeling clothing on hand and choosing additional garments needed for an attractive and suitable wardrobe4 #d4 ,selecting the accessories to complete a costume for self or for mother4 ,home-improvement projects which involve the exterior of the home as well as the interior should have a place in the home-economics program4 ,in this group of projects there is not only great opportunity for the application of art as the basis for planning and selecting1 but also for the making of more pleasing arrangements of things already in the home4 ,in view of the fact that in most home-improvement projects the girl needs to make the best use of furnishings and equipment already possessed by the family1 and usually has a limited amount of money to spend1 her problems are greatly increased4 ,except in the few cases in which she has the privilege of newly furnishing a room or a part of the home1 the starting point is with the present possessions in the home and a careful evaluation of them to determine the good in each4 ,she should appreciate the fact that the home and its possessions belong to the entire family and that any changes she may desire to make should meet their approval or at least be undertaken with their consent4 ,in most cases the proposed changes will be more welcomed by the family if little outlay of money is necessitated and if the largest and best use is made of cherished household treasures4 ,joint home improvement projects have been carried out in some ,states with considerable success4 ,in these projects the girls in home economics have worked cooperatively with brothers who were in agricultural classes4 ,this usually meant greater interest on the part of parents and other members of the family4 ,more ambitious programs for improvement were thus possible1 not only through greater family support and encouragement but through the boy's ability to make certain alterations in structure or finishing that a girl could not do alone4 ,through these projects the boy and girl have learned much from each other4 ,perhaps the most conspicuous evidence of success has been the spread of interest beyond the homes into community improvement4 ,some suggestive home-improvement projects are as follows3 #a4 ,making the home kitchen a more convenient and attractive place in which to work4 #b4 ,arranging home furnishings and accessories so that harmony1 balance1 and desirable centers of emphasis contribute to the attractiveness and comfort of each room4 #c4 ,assisting in the selection and arrangement of furniture1 wall coverings1 floor coverings1 or accessories for the girl's own room or other rooms in the house4 #d4 ,preparing the sun porch for summer use4 #e4 ,planning and caring for window boxes4 #f4 ,planning and planting a flower garden or border that will contribute to the appearance of the home and also be a source of pleasure4 #g4 ,re-covering or making slip covers for furniture4 #h4 ,assisting in the selection of linen1 china1 silver1 and glassware for the table4 #i4 ,planning the table decorations for special occasions4 #aj4 ,keeping appropriate centerpieces of flowers1 plants1 or fruit on the home table4 ,two home-improvement project reports on ,beautifying ,our ,yard and ,improving ,our ,home are given as suggestive of types of projects in which art plays an important part in successful achievement4 ,only the plans for the first one are given1 since they show the significant art applications4 ,name of project3 ,beautifying ,our ,yard 7,reported by a girl in a vocational high school in ,nebraska47 ,i4 ,reasons for choosing this project-- #a4 ,the flowers will improve the looks of the yard4 #b4 ,it will be an experience in the arrangement of flowers for me and will not only add to the attractiveness of the yard but to the house and surrounding buildings4 ,,ii4 ,aims-- #a4 ,to make the yard and house more attractive4 #b4 ,to keep flowers watered and weeded and give other care they need4 #c4 ,to plant the flowers in the most suitable place and position4 ,,iii4 ,plans-- #a4 ,get all the information ,i can from experienced gardeners and from books and magazines that tell which are the best flowers to raise1 easiest to grow and take care of1 and when and where they should be planted4 #b4 ,names of flowers to be planted-- ,cock's ,comb4 ,zinnias4 ,phlox4 ,larkspur4 ,nasturtiums4 ,petunia4 ,sweet ,william4 ,cannas4 ,snap ,dragons4 ,sweet ,peas4 ,poppies4 ,heliotrope4 ,asters4 ,sweet ,alyssum4 ,cosmos4 ,marigolds4 #c4 ,location of flowers-- a4 ,along the walk 7both sides74 b4 ,along sides of the house4 c4 ,along side of vacant lot4 d4 ,around garage4 e4 ,along the driveway4 #d4 ,how to plant the flowers-- a4 ,the tallest ones in the back4 b4 ,the shortest in front4 #e4 ,when to plant them-- a4 ,sweet peas1 ,march #a to #aj1 or before4 b4 ,others in the middle of ,april to ,may4 c4 ,the flowers may be started in the house and transplanted to the outside when the weather permits4 #f4 ,care of flowers-- a4 ,water the flowers at least once a day 7if dry weather74 ,it is best to water them in the evening4 b4 ,weed them at least twice a week and loosen the soil around them4 c4 ,if some insect starts destroying any of the flowers1 spray them with a solution which will kill the destroyer4 ,,iv4 ,approval of guardian-- ,this project1 ,beautifying ,our ,yard1 selected by ,alta1 is a very profitable project1 especially at this time of the year when our thoughts are directed toward the planting of flowers1 shrubs1 etc4 ,a beautiful yard adds so much to the home and makes everyone more happy and contented4 ,this project should create a desire in ,alta to take more interest in the yard and in planting it4 ,also watching the plants grow will make her feel some responsibility in caring for them1 while at the same time every member of the family will enjoy the realization of the project4 ,i wish her all success in making this project come true4 ,,note4--,an excellent planting plan worked out on squared paper accompanied this project4 ,name of ,project3 ,improving ,our ,home 7,reported by an ,alabama high school girl47 ,in the spring ,i took as my project home beautification4 ,i thought when ,i started there was very little ,i could do to improve the old barnlike house and unsightly grounds1 but the more ,i did the more there was to be done4 ,i began by removing the old overgrown hedge from the side and front of the yard4 ,after grading the ground we sodded the whole yard in ,bermuda grass4 ,the house was next underpinned with rough strips of lumber which were painted4 ,a lattice fence was also built from the house to the garage 7about #dj feet74 ,between the fence and the lawn a space about #cj feet square was left for a flower garden4 ,just in front of the fence several rambling rose bushes1 jonquills1 and chrysanthemums were planted4 ,all around the garden ,i had flower beds about #d feet wide filled with marigolds1 zenias1 bachelor buttons1 asters1 and phlox4 ,in the summer we decided that we could afford a concrete walk and steps4 ,this was a little expensive but it has helped the looks of the place so much that we have never regretted the time and money spent4 ,the interior next received attention1 beginning with my own room4 ,the furniture consisted of an iron bedstead1 an oak dresser1 table1 and chairs4 ,there was a faded rug on the floor4 ,i moved the dresser to another room1 then from an old washstand ,i made a little dressing table4 ,with rough lumber ,i made a window seat which ,i covered with bright cretonne4 ,the furniture was very attractive after a coat of paint and two of enamel were put on4 ,i have very light curtains at the windows4 ,the old rug was turned over and looks almost like new4 ,the walls in the living room and hall were painted in buff1 the dining room and kitchen are to be the same4 ,one of the greatest improvements of the interior is the built-in cabinets4 ,a very convenient one was made between the dining room and kitchen1 where an old chimney used to be4 ,the bricks were used to build a basement4 ,the part of the cabinet in the dining room is to be used for dishes1 and that in the kitchen for the cooking utensils4 ,both are to be painted cream inside and oak outside4 ,next spring ,i am going to plant more flowers and keep working on everything that ,i think can be improved1 for ,i love home projects4 ,it not only has helped me1 but has helped my entire family and even our neighbors4 ,section ,v ,,additional ,,units ,,in ,,art ,,related ,,specifically ,,to ,,house ,,furnishing ,,and ,,clothing ,,selection ,though we travel the whole world over to find the beautiful1 we must carry it with us or we find it not4--,emerson4 ,in the earlier sections of this bulletin it has been suggested that the first course or unit in art be chiefly concerned with the fundamental principles of art and that applications of them be made in a great many fields4 ,it is anticipated that a detailed or complete study of art as related to home furnishing or to clothing selection is to be given at a later time as separate units or courses4 ,it is1 however1 hoped that the foundation course in art related to the home will give pupils such training that they will be better able to solve their most common daily problems in which art is an important factor1 should they fail to have opportunity to take units in home furnishing or clothing selection later4 ,in schools having two semesters that can be devoted to related art1 it is recommended that the fundamental art course in which general applications are to be made be given in the first semester and the work of the second be composed of these more advanced units4 ,when but one semester is provided for related art work1 additional units in home furnishing and clothing selection should become a part of the regular homemaking program1 with several consecutive weeks planned for each unit4 ,these additional units offer fine opportunity for further applications of the principles of art in judgment and creative problems pertaining to home furnishing and clothing4 ,since the pupils will have gained an art consciousness through the more general course in art related to the home1 and should have developed to a fair degree an ability to recognize and use certain fundamental art principles1 it may be expected that the home furnishing and clothing selection units will be built around the larger and more difficult judgment and creative problems of selection1 combination1 arrangement1 and rearrangement as they are met in life4 ,in planning for a unit in home furnishing as an additional unit in related art1 the present and future needs of girls should again be considered4 ,in the study of house plans1 the question arises as to whether or not to require pupils either to draw original plans or to copy plans for houses4 ,to do so has been justified as a means of developing interest of pupils in well-planned houses4 ,however1 since comparatively few pupils will ever make use of house plans they have made and because many of them will have occasion for making changes in a house that is already planned or assisting in the selection of a plan for a house1 it would seem more worth while and less time consuming for them to judge house plans from the standpoint of convenience and the placing of furniture than to draw them4 ,since the amount and kind of wall space is a determining factor in successful arrangements of home furnishings1 opportunity for the individual pupil and class to judge house plans should be provided4 ,many interesting plans are to be found in nearly all household magazines4 ,care in the selection of such plans is important in order to avoid discussion of types of houses that are not in keeping with the standards of the community4 ,if the home furnishing unit is to provide worth-while training and experience it should give to the pupils not only an ability to recognize good design and pleasing proportion in various pieces of furniture but ability to determine pleasing combinations of color1 design1 and texture in upholstery1 drapery materials1 and floor coverings1 and to arrange and rearrange furniture and home accessories so that the rooms are comfortable and inviting4 ,in all consideration of home furnishing and accessories1 emphasis is given to the selection of the vase1 the lamp1 the chair1 or the curtain which is most pleasing in shape and suited in color and texture for a particular grouping or arrangement4 ,in the earlier and more general art unit1 attention is confined to such selection for some parts of the home1 but in the later study of home furnishing1 they are made for the entire home1 with more specific reference to the relationship of one room to another and to larger arrangements4 ,it is assumed that in classes for the average girl #ad years of age and above1 little if any reference will be made to period furniture4 ,if any is made1 it should be from the point of view of determining the suitability of adaptations of it to the average home and not purely as a means of identifying one style from another4 ,to the extent that a better appreciation of good design and proportion in furniture may be gained by studying why some period furniture1 as early ,american1 is always beautiful and continues to be reproduced1 it may be desirable to make some allusion to it4 ,when a teacher determines that for the majority in a particular class there is no need for devoting any time to a consideration of period styles in furniture1 she may satisfy the few who ask questions concerning those styles by directing them to specific reference readings and allowing them to make individual studies of those in which they have greatest interest4 ,the type of furniture to be found within the community is always a guide in determining how much1 if any1 study of period furniture is to be made4 ,an attempt to justify such a study is sometimes made from the standpoint of the pupil's personal need in assisting in the selection of new pieces of furniture for the parental home and of the future need in selecting furniture for her own home4 ,but1 after all1 success in providing an attractive and convenient home depends more upon the harmonious combination of colors and materials and the satisfying daily arrangement of furniture and accessories than upon whether or not the furniture is of a definite period or style4 ,it is upon the former that emphasis should be placed in planning and directing a unit in home furnishing if it is to be of the most service in the everyday experiences of the pupils4 ,the unit in clothing selection provides further opportunity for valuable art training4 ,the main purpose in this unit is to develop in the pupils an ideal of being becomingly dressed at all times and an ability to choose and combine articles of clothing into attractive daily ensembles4 ,it is evident that if such a training is to be of real service to the pupils in meeting their daily clothing problems they must work as much as possible with actual garments1 clothing materials1 and clothing accessories4 ,the pupils may be expected to bring some of the needed garments and accessories from home1 the teacher may borrow some from the stores1 and whenever possible the pupils may be taken to the stores4 ,such an experience as the last named is most true to life and is described elsewhere under the topic ,field trips4 7,see pp4 #ec-ee47 ,many teachers question whether or not to include some study of historic costume4 ,since the unit in clothing selection is designed to give the pupils an ability to solve their daily clothing problems1 the practice of having the pupils make sketches1 tracings1 and mountings of costumes of different periods is undoubtedly of little value4 ,it is not only time consuming but can contribute very little to the development of judgment in selecting and combining articles of modern clothing into suitable and becoming ensembles4 ,there is even a danger that such a procedure may stifle rather than stimulate interest in beautiful and harmonious clothing combinations for everyday use4 ,however1 certain features of those costumes which have withstood the test of time and have been revived and adapted again and again in modern dress designs may justly claim some consideration4 ,a few well selected and mounted illustrations of these historic costumes in color may stimulate an interest in art and a desire to know more about the influence of dress in the early periods upon the designs of to-day as well as contribute to better appreciation of color4 ,section ,,vi ,,illustrative ,,material ,when you understand all about the sun and all about the atmosphere and all about the rotation of the earth1 you may still miss the radiance of the sunset4--,whitehead4 ,,purpose ,in home economics teaching there is an increasing recognition of the importance of illustrative material as a teaching device4 ,there is no greater opportunity for effective use of it than in the teaching of art related to the home4 ,since one of the major objectives of such a course is to develop an ability to select the most suitable materials and articles1 and since there is such a variety from which to choose1 it is essential that materials which will give the pupils contact with good things and adequate experience in selection be provided4 ,another important objective is to develop ability to make successful combinations and arrangements4 ,since it is not yet possible to use real homes as classrooms1 it is advantageous to bring some of the home into the schoolroom4 ,some outstanding advantages of the use of illustrative material are3 #a4 ,it focuses attention upon a single example and affords opportunity for common interpretation and discussion4 #b4 ,it furnishes visual as well as audible instruction4 #c4 ,it provides contact with actual materials not in an imaginary form1 but as found in real life4 7,the use of doll-size houses with furnishings is questionable for their construction is too time-consuming and they are too much in miniature to furnish standards or to interest girls in real problems47 ,,selection ,,and ,,source ,what are the factors governing the choice of illustrative material8 ,the following ones have been adapted from a study by a graduate student at the ,university of ,nebraska4 ,the material should-- #a4 ,make a psychological appeal by-- a4 ,coming within the experience of the pupils4 b4 ,being suited to their age and previous training4 c4 ,possessing pertinent and attractive qualities4 #b4 ,afford wide opportunity for independent choice4 #c4 ,be simple and adapted to the standards of the community4 #d4 ,be reasonable in cost4 ,teachers of art have a double problem in the selection of illustrative material in that they must not only choose those things which meet the above standards1 but they must eliminate those in which there are unrelated factors which cause a lack of clarity4 ,quality rather than quantity should be the guide in making selections1 for a small amount of well selected and arranged illustrative material is usually more effectively used than a large unorganized collection4 ,having determined upon the pieces of material that are desirable1 the next problem is where to obtain them4 ,every teacher of art should build up her own personal collection of materials to supplement what can be procured from other sources1 for one teaches best from her own material4 ,at the same time1 the teacher has a responsibility in guiding the selection of some pieces which should be provided by the school as permanent illustrative material4 ,still other pieces which it is inadvisable for either teacher or school to buy may be borrowed for special purposes4 ,chart #c lists the general types of illustrative material and indicates possible sources of this material4 ,chart #c4--,types and sources of illustrative materials ---------------------------------------- ---------------------------- ,general types of ,sources of these materials illustrative materials ---------------------------------------- ---------------------------- ,i4 ,articles and materials in everyday use3 #a4 ,school-owned materials-- #a4 ,this collection will be ,book ends4 accumulated as funds are ,candlesticks and candles4 available and as desirable ,china4 articles are located4 ,colored papers4 ,certain things as bits ,curtains4 of yarns and scraps ,flower vases and bowls4 of materials may be ,necklines cut from neutral contributed by members fabrics4 of classes4 ,pictures4 ,screen4 ,swatches of fabrics-- ,for color4 ,for design4 ,for texture4 ,wall hangings4 ,yarns of many colors4 #b4 ,borrowed materials-- #b4 ,borrowed from teachers1 ,brass or pewter articles4 homes1 and stores in the ,wardrobe accessories4 community4 ,dresses4 ,dressing table articles4 ,household linens4 ,picture molding samples4 ,scarfs4 ,small tables4 ,table runners4 ,trays4 ,,ii4 ,collected and constructed materials3 #a4 ,collected-- #a4 ,collected by the teacher ,magazine covers4 from commercial firms and ,magazine advertisements4 magazines4 ,much of this ,magazine articles and material comes to the illustrations4 teacher by virtue of her ,commercial advertising-- position and should ,booklets4 therefore be considered ,boxes of miscellaneous school property4 size and shape4 ,catalogues-- ,wallpaper4 ,furniture4 ,china4 ,silver4 ,pictures4 ,floor coverings4 ,charts-- ,paints and enamels4 ,fabrics4 ,dyes4 ,colored paper samples4 ,fabric samples4 #b4 ,constructed-- #b4 ,made by the teacher4 ,paper models representing-- ,margins4 ,space divisions4 ,general proportions4 ,repetition of units4 ,harmony of shapes4 ,colour wheel4 ---------------------------------------- ---------------------------- ,,use ,the above list of illustrative material should in no way be considered as representing all that should be provided for the teaching of art nor as meeting minimum requirements4 ,it is1 however1 indicative of some of the materials that are desirable and most usable as well as available at a small expenditure of money4 ,the finest collection of illustrative material is futile if it is not used in such a way that the pupils see the significance of it and develop discriminating powers through the use of it4 ,charts and other materials lose their value if hung around the room or left in the same arrangements from ,september to ,june4 ,little notice is taken of them for they seem to become a permanent part of the background4 ,most charts are not decorative and their use should be confined to that part of the work to which they definitely contribute4 ,there are three important objectives to be kept in mind in the use of illustrative materials4 ,they are-- #a4 ,to arouse interest4 ,for this purpose pertinent materials should be arranged attractively on the bulletin board or screen or placed in some conspicuous part of the classroom4 ,these particular pieces should be changed very frequently4 ,see ,figure #b1 page #h4 #b4 ,to assist in solving problems in the development of the principle4 ,the teacher will need to use clear and concise illustrative materials for this purpose4 ,since these pieces of illustrative material are usually held up before the class1 it is necessary that they be of such size that all of the pupils can see them clearly4 ,in addition1 the class should be so arranged that all members have equal opportunity for observing them and handling them4 #c4 ,to assist in developing judgment ability4 ,materials for this purpose will be used in two ways3 7#a7 ,as an aid in solving judgment problems given to the class4 ,in this case some pieces will be used by the group as a whole and others will be passed out to individual pupils4 7#b7 ,as a means of further developing powers of discrimination and judgment4 ,for this pupils are asked to make selections and arrangements from a large number of articles and materials4 ,in using illustrative material it is often advisable to have examples of both the good and the poor4 ,when this is true1 one must remember to finish with the good4 ,in other words1 start with the poor and contrast with the good2 or start with the good1 contrast with the poor1 and then go back to the good4 ,illustrative materials can not serve such purposes successfully unless they are so arranged as to be easily accessible for class use4 ,for example1 the small fabric sample mounted fast to a sheet of paper can not be examined adequately for texture study4 ,it would be far better to have larger samples which are unmounted1 thus making possible not only design1 color1 and texture study of them1 but also many variations in combinations4 ,the bulletin board and screen1 well placed1 offer good possibilities for accessibility of certain illustrative material which does not need to be handled4 ,the screen is preferable because it can be moved around and placed to the best advantage for vision and light4 ,to the extent that pupils have contact and experience with real articles and materials1 there will be a better carry over and thus a greater ability to solve everyday art problems successfully4 ,,care ,,and ,,storage ,in addition to collecting and using illustrative materials1 the teacher has the further problem of caring for and storing them4 ,soiled1 creased1 or worn materials are not only lacking in inspiration but set up poor standards4 ,illustrative materials may be most efficiently cared for by-- #a4 ,mounting that from which margins will not detract1 that in which only one side needs to be used1 and that of which texture study is not important4 #b4 ,avoiding too long or unnecessary exposure4 #c4 ,careful handling4 #d4 ,cleaning if possible4 #e4 ,pressing4 #f4 ,labeling and classifying4 #g4 ,careful storing4 ,good storage for illustrative materials offers many problems1 but is that sufficient excuse for a teacher to leave materials on the wall the year around or piled carelessly on open shelves in the classroom8 ,the provision for adequate storage does not necessarily require elaborate equipment nor a large expenditure of money4 ,cabinets and steel filing cases are highly desirable but are not absolutely essential for good storage4 ,much of the illustrative material for teaching related art lends itself to storage in manila folders and large envelopes1 but some could better be stored in boxes1 and still others1 such as posters1 swatches of fabrics held together by large clips1 or pictures1 may be best hung up4 ,the use of folders or envelopes necessitates a place to keep them4 ,in the absence of a filing case1 one teacher improvised space by utilizing a large1 deep drawer4 ,a partition through the center made it possible to arrange two rows of folders4 ,the same plan might be utilized in narrower drawers1 providing for one row of folders and space at the side for storage of boxes4 ,if regular manila folders are not large enough to protect the materials1 larger ones may be procured at small expense by making them of heavy paper1 which is obtainable at any printers4 ,a strip of bookbinding tape may be used to reinforce the bottom4 ,cupboard shelves are more often provided in school laboratories than drawers4 ,in such cases large envelopes1 which are easily labeled and handled1 will hold the materials more successfully4 ,boxes are very usable also1 and may be stacked on shelves for easy accessibility4 ,those which are uniform in size and color are especially nice for storing many materials such as textiles1 yarns1 and other bulky pieces1 and when used on open shelves a good standard of appearance in the laboratory is maintained4 ,any available space for hanging materials can also be used effectively4 ,textile swatches1 charts1 and posters1 as well as garments1 may be kept in better condition by hanging in closets or cases than by packing4 ,when the teacher of art has the privilege of advising on the original building plans that include an art laboratory1 she would do well to plan for various types of storage space4 ,perhaps the first essential is plenty of drawer space of varying sizes4 ,shallow drawers of #d to #f inches are recommended by many art teachers4 ,these may vary in width and length1 but some should be sufficiently large for posters and the larger pictures4 ,some deeper drawers are desirable for the odd1 bulky pieces of material4 ,cupboards with solid panel doors should also be provided1 for boxes1 vases1 candlesticks1 and similar articles which can be most easily stored on shelves4 ,if a storage closet or case is to be provided1 a small rod and many hooks should be included4 ,then1 of course1 a special series of deep drawers or a filing case for the material that can be placed in folders should be a part of any newly planned laboratory4 ,the most important factor is accessibility1 and therefore the containers for all materials must be plainly labeled and conveniently arranged4 ,since illustrative material is such a valuable teaching device in art related to the home1 good storage space and easy accessibility are of fundamental importance in its successful use4 ,section ,,vii ,,reference ,,material ,the home of the future will become more and more an art laboratory for the homemaker4 ,when housewives make a serious study of art in the home--and this may be manifest in the preparation of food as well as in the color arrangement of the house--there will be better homes as well as houses4--,richard ,allen4 ,,use ,,of ,,reference ,,material ,a wide use of reference material is essential in the successful teaching of art through the use of problems4 ,many sources of information are necessary for pupils to evaluate tentative conclusions and to verify final conclusions as well as for elaboration of facts4 ,reference to several different authorities will reveal to students the fact that there are differences of opinion regarding art and will help in making them realize the importance of weighing information thoroughly before accepting conclusions4 ,in other words1 it is valuable in preventing pupils from jumping to conclusions or accepting hasty conclusions4 ,this suggests that several books for reference are preferable to a single text4 ,however1 many teachers favor the plan of providing three or four copies of the best books for class use rather than single copies of every art book that is published4 ,in support of the use of references rather than single texts1 the following points are made3 #a4 ,opportunity is offered for pupils to verify and elaborate on information4 #b4 ,more pupils will have contact with the best references4 #c4 ,resourcefulness in the pupil will be better developed4 #d4 ,teachers are challenged to make better selection of books as well as better use of them4 #e4 ,in those schools which provide free textbooks for the pupils it is easier to replace old books1 since fewer copies of the newer ones will be purchased at one time4 ,,sources ,,of ,,reference ,,material ,in addition to books1 the teacher of art has at her disposal bulletins1 current magazines1 and educational advertising materials4 ,in selecting art reference material for pupil use she should keep in mind that-- #a4 ,information must be authentic4 #b4 ,it should be pertinent to the study at hand4 #c4 ,it should be not only clear1 concise1 and interesting1 but easy to understand4 #d4 ,it should include a wide variety of well chosen and clearly reproduced illustrations4 #e4 ,illustrations should for the most part represent objects with which the girls come in frequent contact4 #f4 ,it should be up to date4 #g4 ,subject matter and illustrations should avoid extravagant choices that are not within the reach of the average family4 #h4 ,it should contain a good table of contents and index4 ,since there is such a quantity of current magazine and advertising material1 it is obvious that it can not all be used and therefore it is imperative that the teacher evaluate it and choose with keen discrimination all that she plans to utilize for illustrative or reference purposes4 ,much of this material is valuable and may be had for the asking4 ,while it is desirable for the teacher to have subscriptions to several of the most helpful magazines for class use1 it is not imperative1 since she may procure many of them from pupils1 from other teachers1 and from the school or local community library4 ,several ,state departments have issued helpful lists of available advertising material for home economics1 including related art4 ,,bibliography #a4 ,for pupil and teacher use-- ,baldt1 ,laura ,i41 and ,harkness1 ,helen ,d41 ,clothing for the ,high ,school ,girl1 #aica4 ,j4 ,b4 ,lippincott ,co41 ,philadelphia4 ,butterick1 ,helen ,g41 ,principles of ,clothing ,selection4 ,revised #aicj4 ,the ,macmillan ,co41 ,new ,york4 ,goldstein1 ,harriett and ,vetta1 ,art in ,everyday ,life1 #aibe4 ,the ,macmillan ,co41 ,new ,york4 ,rathbone1 ,lucy1 and ,tarpley1 ,elizabeth1 ,fabrics and ,dress1 #aica4 ,houghton ,mifflin ,co41 ,boston4 ,sage1 ,elizabeth1 ,textiles and ,clothing4 #aicj4 ,scribners1 ,new ,york4 ,snow1 ,bonnie ,e41 and ,froehlich1 ,hugo ,b41 ,the ,theory and ,practice of ,color1 #aiah4 ,prang ,co41 ,new ,york4 ,trilling1 ,mable ,b41 and ,williams1 ,florence1 ,art in ,home and ,clothing1 #aibh4 ,j4 ,b4 ,lippincott ,co41 ,philadelphia4 #b4 ,for teacher use-- ,bailey1 ,henry ,turner1 ,art ,education1 #aiad4 ,houghton ,mifflin ,co41 ,boston4 ,batchelder1 ,ernest ,a41 ,design in ,theory and ,practice1 #aiad4 ,the ,macmillan ,co41 ,new ,york4 ,degarmo1 ,charles1 and ,winslow1 ,leon ,loyal1 ,essentials of ,design1 #aibd4 ,the ,macmillan ,co41 ,new ,york4 ,federated ,art ,council on ,art ,education1 ,report of the ,committee on ,terminology4 #aibi4 ,l4 ,l4 ,winslow1 secretary4 ,baltimore4 ,heckman1 ,albert1 ,pictures from ,many ,lands1 #aibe4 ,the ,art ,extension ,society1 #dae ,madison ,avenue1 ,new ,york4 ,morgan1 ,a4 ,b41 ,elements of ,art and ,decoration1 #aiae1 #aibh4 ,bruce ,publishing ,co41 ,milwaukee4 ,neuhaus1 ,eugene1 ,appreciation of ,art1 #aibd4 ,ginn ,co41 ,new ,york4 ,national ,committee on ,wood ,utilization1 ,united ,states ,department of ,commerce1 ,furniture1 ,its ,selection and ,use1 #aica4 ,superintendent of ,documents1 ,washington1 ,d4 ,c4 ,packard1 ,edgar1 ,picture ,readings1 #aiah4 ,public ,school ,publishing ,co41 ,bloomington1 ,ill4 ,parsons1 ,frank ,alvah1 ,interior ,decoration4 ,doubleday1 ,doran ,co41 ,garden ,city1 ,n4 ,y4 ,russell1 ,mable1 and ,wilson1 ,elsie1 ,art ,training ,through ,home ,problems4 7,in press47 ,manual ,arts ,press1 ,peoria1 ,ill4 ,sargent1 ,walter1 ,enjoyment and ,use of ,color1 #aibc4 ,scribners1 ,new ,york4 ,weinberg1 ,louis1 ,color in ,everyday ,life1 #aiah4 ,dodd1 ,mead ,co41 ,new ,york4 ,welling1 ,jane ,betsy1 ,more ,color for ,you1 #aibg4 ,abbott ,educational ,co41 ,chicago4 ,,index ,abilities3 creative1 #ad1 #bb4 in laboratory problems1 #df-dg4 judgment1 #bb4 objectives1 #ad4 permanent1 #aa4 specific ability in a lesson1 #cd4 ,additional units4 ,see ,units4 ,allen1 ,richard1 #ha4 ,applications of art principles3 in notebooks1 #dc4 to all phases of home making1 #ah-ba4 through home projects1 #fg4 ,appreciation3 fundamental outcome of art instruction1 #ee1 #eh4 objective1 #ad4 ,arrangements3 of articles on dresser1 #da4 of bulletin board1 #h1 #bh4 of curtains1 #ce-ch4 of flowers1 #g1 #i1 #bd1 #bf4 ,art 7see also ,design1 ,beauty1 and ,taste73 essential factor in education1 #a4 quality1 #be1 #ee4 relation to home economics1 #a4 ,assignments1 #ci1 #dj-db1 #fe-ff4 ,baily1 ,henry ,turner1 #aj4 ,balance3 objective1 #ad4 principles1 #ae1 #af4 procedure for achieving1 #ag4 ,beauty3 contribution of principles to1 #ae4 enjoyment of1 #ad4 ideal of creating beauty in home1 #fg4 objective1 #ac4 ,better ,homes ,week1 #db4 ,block printing1 #ej4 ,bobbitt1 ,f41 #ab1 #be4 ,bulletin board3 arrangement of1 #h1 #bh4 for illustrative materials1 #gh4 ,center of interest4 ,see ,emphasis4 ,child development1 art topics1 #ah4 ,clothing selection3 art topics in1 #ba4 suggested projects in1 #fh4 unit in1 #gb-gd4 ,color3 a basic element1 #af4 in laboratory1 #bg4 in nature1 #bg4 objective1 #ac1 #ad4 principles1 #af4 use of dyes in teaching1 #ea-eb4 ,consumer3 art training needed by1 #ab4 selection versus making by1 #b4 ,content3 choice of art1 #ab4 essential art content1 #ad-ag1 #bb1 #cc4 ,costume design4 ,see ,clothing selection4 ,craft work4 ,see ,laboratory problems4 ,creative problems4 ,see ,problems4 ,cumulative teaching1 #db4 ,curtains4 ,see ,draperies4 ,decoration1 definition1 #dh4 ,design4 7,see also ,structural design71 objectives1 #ac-ad4 ,dining room1 school1 #bh1 #cj4 ,draperies1 lesson on arranging curtains1 #cd-dj4 ,drew1 ,e41 #a4 ,economy1 in dress1 #b4 ,embroidery4 ,see ,hand stitchery4 ,emerson1 ,ralph ,waldo1 #gb4 ,emphasis3 objective1 #ad4 principles1 #ae1 #ag4 ,environment3 home1 #eh4 home-economics department1 #f1 #g1 #i1 #bd1 #bf1 #bg4 objective1 #ac4 ,evaluation of results4 ,see ,measuring results4 ,exterior design4 ,see ,home exterior4 ,federated ,council on ,art ,education1 #ae1 #af4 ,field trips3 description1 #ed-ee4 place in related art course1 #ec-ee4 purpose1 #ec4 ,flowers3 fabric or yarn1 #ej4 substitutes for1 #bg4 ,flower arrangement3 discussion of1 #bi4 illustrations1 #g1 #i1 #bd1 #bf4 ,furniture3 painting1 #ea4 refinishing1 #db-dc4 ,girls' room1 home project1 #fc-ff1 #fi4 ,goldstein1 ,harriett and ,vetta1 #d1 #ae1 #dh4 ,hand stitchery1 #ej4 ,harmony3 objective1 #ad4 principles1 #ae1 #ag4 ,historic costume1 #gd4 ,home-economics cottages1 #db4 ,home exterior1 art topics1 #ai4 ,home improvement3 joint projects in1 #fh-fi4 project reports of1 #fc-ff1 #fi-ga4 suggested projects in1 #fi4 ,home interior3 art topics1 #bj4 unit in home furnishing1 #gb-gd4 ,home projects4 ,see ,projects4 ,home situations for which art is needed1 #ag-ba4 ,house furnishings4 ,see ,home interior4 ,ideals3 establishing1 #bh4 in related art courses1 #b4 objective1 #ac4 ,illustrations of appreciation centers1 #g1 #h1 #i1 #bd1 #bf4 ,illustrative material3 for test1 #fb-fc4 further suggestions for use of1 #dj-da4 in notebooks1 #dc1 #de1 #df4 purpose of1 #ge4 selection and source of1 #ge-gg4 storage1 #gi-hj4 use1 #gg-gh4 use in specific lesson1 #dj-da4 ,inductive problems4 ,see ,problems4 ,interest3 arrangement of units to create1 #aj-aa4 contribution of classroom to1 #be1 #bf4 creating1 #bb-bi4 initial1 #bc-be4 objective1 #ac4 specific1 #bb4 spread of1 #eh4 through field trips1 #ec4 through illustrative material1 #gh4 through notebooks1 #dd1 #de4 ,interior design4 ,see ,home interior4 ,judgment problems4 ,see ,problems4 ,kelsey1 ,clark1 ,b41 #b4 ,knouff1 ,cyrus1 ,w41 #b4 ,laboratory1 improvement in1 #bg4 ,laboratory problems3 education possibilities of commonly used1 #ej-eb4 place in related art course1 #df-ec4 relation to interest1 #bb4 standards for evaluating1 #dg-dh4 values of1 #dg4 ,lamp shades1 #ej4 ,lesson in art1 #cd-ch4 ,lettering1 #ej4 ,line1 basic element1 #af4 ,marbleized paper1 #ej-ea4 ,meal planning and table service1 art topics1 #ah-ai4 ,measuring results3 description of test given for1 #ei-fc4 discussion of1 #ee-ff4 improved practices-- at home1 #eh4 in school1 #ee-eh4 practical test1 #eh4 through home projects1 #fc-ff4 through notebooks1 #dd4 ,method in teaching3 discussion1 #bi-cc4 problem solving1 #ca-cc4 ,morehart1 #ca4 ,morgan1 ,a4 ,b41 #bg4 ,morrison1 ,h4 ,c41 #bb4 ,mumford1 ,lewis1 #fg4 ,needs for art training3 general art1 #ab4 girls1 #c1 #ac1 #ae4 home1 #ae1 #ag-ba4 individual1 #ae4 ,notebooks3 analysis to determine use of1 #dd-de4 discussion of use1 #dc-df4 justification of use1 #dc-dd4 ,objectives3 general1 #ac1 #cd4 guide for content1 #ad-ae1 #ba4 in related art1 #ab-ad4 in using illustrative materials1 #gg-gh4 specific1 #ac-ad1 #cd4 ,opposition1 #af4 ,orderly arrangement3 in laboratory1 #bg4 on bulletin board1 #h1 #bg1 #bh4 ,period furniture1 #gc-gd4 ,personality1 expressed in homes1 #b1 #fg4 ,place cards1 #ea4 ,portfolios3 for illustrative material1 #de-df4 making1 #ea4 ,posters1 #df1 #ea4 ,principles of art3 application in all phases of homemaking1 #ah4 classification1 #af4 illustrated in lesson on proportion1 #ce1 #ch4 relationship1 #da-db4 selection1 #ae-ag1 #ba4 ,problems3 creative1 #cb1 #ci4 inductive1 #ca-cb1 #ce4 judgment or reasoning1 #cb1 #ch1 #ci1 #fa4 meaning1 #ca4 source1 #ad4 ,problem series3 factors in planning1 #cc4 suggested series1 #ch-dj4 ,problem solving3 discussion1 #bi-cd4 use of illustrative material1 #gh4 ,projects3 class1 #db-dc4 home-- outcomes1 #fg4 report of one1 #fc-ff4 suggestive projects1 #fg-fh4 ,proportion3 objective1 #ad4 principles1 #ae1 #af1 #ce1 #ch1 #eb1 #eh-ei4 sample lesson for developing principle1 #cd-dj4 ,radiation1 #ae1 #af4 ,reasoning4 ,see ,judgment4 ,reference material3 for pupil and teacher use1 #hb4 for teacher use1 #hb-hc4 sources1 #ha-hb4 use1 #ha4 ,repetition3 objective1 #ad4 principles1 #ae1 #af4 ,rhythm3 objective1 #ad4 principles1 #ae1 #af4 ,rugs1 rug hooking1 #ea4 ,russell1 ,mabel1 #ae1 #ag1 #bb4 ,sequence3 in problems1 #cc4 in units1 #aj1 #gb4 ,shaded dyeing1 #eb4 ,social and community relations1 art topics1 #bj4 ,standards3 for a dress1 #ed4 for evaluating laboratory problems1 #dg-dh1 #ec4 for reference material1 #ha-hb4 ,strebel1 #ca4 ,structural design3 definition of1 #dh4 emphasis in classroom1 #bg4 ,subordination4 ,see ,emphasis4 ,supervisors1 use of bulletin by ,state and local1 #f4 ,surroundings4 ,see ,environment4 ,taste3 developed through good example1 #bi4 quotation on1 #b1 #aj4 ,teachers3 appearance1 #bi4 art teachers1 #e4 home economics1 #e4 quoted1 #di1 #ef-eg1 #eh1 #fb1 #fg-fh4 special problems of1 in art1 #d-e4 ,teacher training3 preparation in art1 #e4 use of bulletin in1 #f4 ,terminology in art1 #ae-af4 ,terms1 art1 #ae4 ,tests4 ,see ,measuring results4 ,tie dyeing1 #ea-eb4 ,transition1 #ae1 #af4 ,trilling1 ,m4 ,b41 #ae4 ,units3 additional units in art1 #gb-gd4 arrangement in vocational schools1 #aj-aa1 #gb4 in clothing selection1 #gc-gd4 in home furnishing1 #gb-gc4 ,unity1 #ae1 #af4 ,vocational program3 art in all-day schools in1 #a-b1 #aj-aa1 #ad4 art for adults in1 #b-c1 #ad4 art for part-time girls in1 #aa1 #ad4 objectives1 #ab4 place of art in1 #aj-aa4 ,weaving1 #eb4 ,whitford1 ,william ,c41 #a1 #ab1 #ae1 #af1 #bb1 #bi1 #ee1 #fc4 ,williams1 ,f41 #ae4 ,wilson1 ,elsie1 ,,vii1 #ae1 #ag1 #bb4 ,windows1 lesson on curtain arrangement for school1 #cd-dj4 ,winter bouquets1 #bg1 #bi4 ,,publications ,,of ,,the ,,federal ,,board ,,for ,,vocational ,,education ,,relating ,,to ,,home-,,economics ,,education#bh ,,annual ,,reports ,,to ,,congress #aiai1 #aibj1 #aibc1 #aibd1 #aibe1 #aibf1 #aibg1 #aibh1 #aibi1 #aicj4 ,,bulletins #bc4 ,clothing for the ,family4 #aiah4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #ae;c4 #bh4 ,home-,economics ,education4 ,organization and ,administration 7revised74 #aibh4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #ae;c4 #ce4 ,use and ,preparation of ,food4 #aiai4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #bj;c4 #gi4 ,a ,study of ,home-,economics ,education in ,teacher-,training ,institutions for ,negroes4 #aibc4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #ae;c4 #hf4 ,health of the ,family4 ,a ,program for the ,study of ,personal1 ,home1 and ,community ,health ,problems4 #aibc4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #be;c4 #aaf4 ,training for ,leadership in ,home-,economics ,education4 ,report of the ,national ,committee on ,advanced ,courses in ,vocational ,education4 #aibg4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #aj;c4 #abd4 ,plant and ,equipment for ,vocational ,classes in ,home ,economics4 ,intended for the ,use of ,those ,responsible for ,determining ,plant and ,equipment for ,vocational ,schools and ,classes4 #aibg4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #dj;c4 #adc4 ,training ,supervisors of ,home-,economics ,education4 ,report of the ,national ,committee on ,advanced ,courses in ,vocational ,education4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #e;c4 #aea4 ,vocational ,education in ,home ,economics4 ,twelve ,years of ,home ,economics ,under the ,national ,vocational ,education ,acts4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #cj;c4 #aef4 ,the ,teaching of ,art ,related to the ,home4 ,suggestions for ,content and ,method in ,related ,art ,instruction in the ,vocational ,program in ,home ,economics4 #aica4 ,on sale by ,superintendent of ,documents1 ,government ,printing ,office4 ,price1 #be;c4 #aeh4 ,the ,teaching of ,science ,related to the ,home4 ,suggestions for ,content and ,method in ,related ,science ,instruction in the ,vocational ,program in ,home ,economics4 #aica4 7,in press47 ,,footnotes ,footnote #a3 ,whitford1 ,william ,g41 ,an ,introduction to ,art4 ,preface ,,xi4 ,appleton ,series in ,education1 #aibi4 ,footnote #b3 ,ibid41 p4 #af4 ,footnote #c3 ,national ,committee on ,wood ,utilization1 ,united ,states ,department of ,commerce--,furniture and ,its ,selection and ,use1 by ,clark ,b4 ,kelsey1 p4 #a4 ,footnote #d3 ,school and ,society1 ,vol4 ,,xxx1 ,no4 #ghj4 ,footnote #e3 ,bobbitt1 ,f4 ,how to ,make a ,curriculum1 pp4 #bbj-bba4 ,houghton1 ,mifflin ,co4 #aibd4 ,footnote #f3 ,whitford1 ,william ,g41 ,an ,introduction to ,art1 pp4 #aib-aic4 ,appleton ,series in ,education1 #aibi4 ,footnote #g3 ,adapted from ,russell and ,wilson1 ,art ,training ,through ,home ,problems4 ,manual ,arts ,press4 7,in press47 ,footnote #h3 ,federated ,council on ,art ,education4 ,report of the ,committee on ,terminology 7,william ,g4 ,whitford1 chairman71 p4 #ab1 #aibi4 ,footnote #i3 ,goldstein1 ,harriett and ,vetta1 ,art in ,everyday ,life1 p4 #e4 ,the ,mac,millan ,co4 #aibe4 ,footnote #aj3 ,russell1 ,m41 and ,wilson1 ,e41 ,art ,training ,through ,home ,problems4 ,manual ,arts ,press4 7,in press47 ,footnote #aa3 ,trilling1 ,m4 ,b41 and ,williams1 ,f41 ,art in ,home and ,clothing1 pp4 #bh-fc4 ,the ,lippincott ,co4 #aibh4 ,footnote #ab3 ,federated ,council on ,art ,education4 ,report of the ,committee on ,terminology1 ,table ,v 7,william ,g4 ,whitford1 chairman71 p4 #bf4 ,footnote #ac3 ,federated ,council on ,art ,education4 ,report of the ,committee on ,terminology 7,william ,g4 ,whitford1 chairman71 p4 #ch4 ,footnote #ad3 ,russell1 ,m41 and ,wilson1 ,e41 ,art ,training ,through ,home ,problems4 ,manual ,arts ,press4 7,in press47 ,north ,dakota ,state ,department of ,education1 ,a ,suggested ,outline for the ,content of a ,course in ,related ,art for ,high ,school ,girls4 ,nebraska ,state ,department of ,education1 ,suggested ,outline for ,content and ,methods in ,related ,art4 ,home ,economics ,publication1 ,serial ,no4 #ch4 ,footnote #ae3 ,whitford1 ,william ,g41 ,an ,introduction to ,art1 p4 #aid4 ,appleton ,series in ,education1 #aibi4 ,footnote #af3 ,russell1 ,m41 and ,wilson1 ,e41 ,art ,training ,through ,home ,problems4 7,chapter ,creating an ,interest in ,everyday ,art47 ,manual ,arts ,press4 7,in press47 ,footnote #ag3 ,lancelot1 ,w4 ,h41 ,handbook of ,teaching ,skills4 ,john ,wiley ,sons1 #aibi4 ,footnote #ah3 ,bobbitt1 ,f4 ,how to ,make a ,curriculum1 p4 #bbb4 ,houghton-,mifflin ,co41 #aibi4 ,footnote #ai3 ,morgan1 ,a4 ,b41 ,elements of ,art and ,decoration1 p4 #cc4 ,the ,bruce ,publishing ,co4 #aibh4 ,footnote #bj3 ,whitford1 ,william ,g41 ,an ,introduction to ,art1 p4 #ahf4 ,appleton ,series in ,education4 #aibi4 ,footnote #ba3 ,strebel and ,morehart1 ,the ,nature and ,meaning of ,teaching1 p4 #agg4 ,mc,graw-,hill ,book ,co4 #aibi4 ,footnote #bb3 ,lancelot1 ,w4 ,h41 ,handbook of ,teaching ,skills4 ,john ,wiley and ,sons4 #aibi4 ,footnote #bc3 ,lancelot1 ,w4 ,h41 ,handbook of ,teaching ,skills4 ,john ,wiley ,sons4 #aibi4 ,footnote #bd3 ,goldstein1 ,harriet and ,vetta1 ,art in ,everyday ,life1 p4 #f4 ,the ,macmillan ,co4 #aibe4 ,footnote #be3 ,whitford1 ,william ,g41 ,an ,introduction to ,art1 p4 #bcf4 ,appleton ,series in ,education4 #aibi4 ,footnote #bf3 ,refer to ,whitford1 ,an ,introduction to ,art ,education1 pp4 #bci-bde1 for suggestive appreciation test in art4 ,appleton ,series in ,education4 #aibi4 ,footnote #bg3 ,mumford1 ,lewis1 ,the ,american ,mercury1 ,april1 #aicj4 ,footnote #bh3 ,a complete list of available publications relating to the work of other services of the ,federal ,board for ,vocational ,education may be obtained on request4 ,address ,publications ,section of the ,board4