No. Periods of per weeks. week. MI Electrical engineering. Ma continued, involving the graphics of work, operation, efficiency, Mechanical engineering, electrical engineering, machine drafting. Engineering sketching, estimating, calculating, designing, and illustrating by perspective sketches, sectioning, dimensioning, etc.... 20 5 M12 M13. University preparatory. Plane geometrical drawing, as required by State university...... 20 Freehand lettering. Principles of the Roman, block, and ornate alphabets..... 20 5 82 Freehand lettering. Continuation of S1 work, with addition of English and German texts and the general arrangement of titles..... Map drawing. Includes the usual conventions for plane surveying with practice in the drawing of maps from models furnished by the surveying class.. 20 10 84 Map drawing. A continuation of $3 course with emphasis upon the complete map, including the arrangement of title, length, and bearing of each boundary line, etc.. 00 20 10 85. Surveying drawings. For those who have had drawing M12, M13, and trigonometry, consisting of field work, use of tape, instruments, plane table, plotting from work, tracing, and blue printing.... A four-year course as outlined is intended to give a preliminary training, fitting for office or college. Courses 19, 20, 21, and 22 are sufficient for college entrance requirements. No. Periods of per weeks. week. Arla. Line work, dimensioning, arrangement of views, drawing to scale, freehand sketching of objects, accompanied by working drawings of same.. 20 5 Arlb Freehand drawing (composition proportion), elements of perspective, pencil work. Bimzalow design, arrangement of rooms, etc., study of interior and exterior composition, styles.. 2-story houses, study of staircases, etc.; treatment of materials, simple rendering in pencil, ink, or color.. Ars continued, methods of estimating, outlines in specification writing .... Problem; as a residence, group of small houses; all to a given program of requirements. Problem; schoolhouse, small church, office building; all to a given program of requirements. 20 10 Ar9. Study of the orders continued; rendering in various media, ink, sepia, and color.......... Study of classic orders. Lettering; rendering of plates of classic architectural details.. 20 5 20 5 Arli Elements of architectural drafting; working drawing of simple detail. Plans and elevations for simple bungalow... 20 5 Ar12 Continuation of preceding Ar21; plates of details; perspective drawing rendered in color ........... 20 5 Engineering lettering, composition of forces, movements, investigation of simple frames, investigation of loads, normal and eccentric.. G2. Complex frames, reversals of stresses, design and detailing.. STRENGTH OF MATERIALS. (NOTE. "Ss" indicates Strength of Materials.) Ss1. Theory of moments, reactions, forces, in materials, introducing work in cement.. Ss2. Continuation of theory Ss1; theory of design; laboratory demonstrations in wood, steel, stone, cement, etc... A number of States adopt textbooks in drawing, in which case the outlines are generally planned so that the complete course is based upon these publications. The same is true of a number of cities also. This greatly simplifies the work of the supervisor, but is an additional expense to the community. However, in towns without special teachers this seems to be a very helpful means of presenting the work and often justifies the extra expense. Most supervisors and teachers make constant use of textbooks and other publications as illustrative material, which, in many instances, are cut up and carefully mounted for classroom study. D. APPLICATION AND CORRELATION. "Education is a preparation for life." Only within more recent times has this saying been interpreted to mean the life of the child, as well as the life after schooldays. Just when drawing began to be applied it is difficult to state, but certainly its application has been a gradual and constant growth. From the earliest entrance into the school curriculum, map drawing has been closely correlated with the study of geography. With the advent of manual training and the beginning of the arts and crafts movement, the shop problem was severely criticized from the standpoint of good design. The gradual breaking of the barriers of professional jealousy and pride finally resulted in the correlation of drawing with shopwork. Design resolved itself into two kinds, applied and constructive, the one meaning surface enrichment, the other design which entered into the actual construction of the threedimensional problem. Thus an early and excellent beginning was made, and, as many and varied materials found their way into the schoolroom in the form of elementary handwork, it was found that to divorce drawing and construction was impossible. They are quite inseparable, the one finding its natural outlet in the other. The actual problems were at first more or less abstract and unrelated to any particular use or immediate need. Before long, however, the other school work began to receive attention from the supervisor and, in seeking new problems, correlation with regular school subjects came into being. In addition the child's outdoor activities, his home environment, and his social life began to be studied; and the principles of drawing and design, soon followed by the actual constructive work, were directly applied to the child's immediate life. The field for correlation seems almost unlimited. Even a casual survey of the outlines included in this bulletin will show how closely both drawing and construction are related to the school subjects and to each other. Illustrative drawing is applied to the reading and story-telling, to history and to geography. Object and nature drawing are closely associated with nature study, geography, and history. The school booklet has come to be a common problem, of inestimable value, in relating drawing, design, and construction to any and all studies in the curriculum. Booklets of spelling, writing, arithmetic, history, etc., are eminently successful ways of enforcing school teaching, and form dignified and permanent records of lasting value. Mr. Henry T. Bailey writes: The making of a good booklet involves the vital correlation of several school topics and processes, presents many opportunities for sound instruction, gives a wide scope for individuality, and furnishes genuine training of hand and eye. From such work the pupils derive more pleasure and more solid satisfaction than from any other school project yet discovered.1 2 One energetic teacher of the South suggests most interesting methods of adapting the booklet problem. She writes as follows: If drawing is to take its place in our elementary schools (respond to some need in the pupils everyday life) and is not to be an isolated subject, then the special-day program and the club work that is now a part of our southern schools must come in for a large share of attention. In this special program and club work drawing has been so correlated as to be of the utmost value. The drawing correlated with a study of our State has been the means of teaching more of its history than ever before. Space will not permit me to give an outline in detail or to show how correlation with English, history, spelling, or geography was done to great advantage to the pupils, in that more interest was shown in the lessons, clearer understanding of the subjects prevailed, and less time was taken to learn the assignments." These schemes of correlation and problems for booklet making follow: Mississippi Day.-Design cover for booklet, using State flower as unit of design. Illustrate pages on following subjects: Discovery; early history; soil; agriculture; manufactures; cities; educational institutions; history of State flags; famous men; legend of State flower. 1 "Booklet Making," by H. T. Bailey. The Prang Co. Arbor Day.—Booklet "In Our Forest," same to contain careful drawings and descriptions of trees found in our State, also legends of same. Illustrate papers on "Uses of trees," "Best means of preserving our forest" (7th grades). Arbor Day invitations and programs. Tomato Clubs (girls).—Each member designs book-cover, using club emblem as unit of design. Illustrate pages for book on "Club yell," Preparation of soil, Culture, etc. Make and design cover for tomato cookbook. Corn Club (boys).-Illustrate papers on methods of planting, testing of seeds, preparation of ground, enemies of the plant, harvesting the crop, marketing the crop products of corn. Cotton Clubs (boys).—Make booklet shape of cotton bale. Make careful drawings and give descriptions of seed, boll, blossom, boll weevil, picking baskets, bale, shipping, cotton products. Other booklets are Health Day, Library Day, Field Day, Consolidation of Schools (including drawings of school buildings, etc.), Our Wild Flowers. School pageants and festivals are a fascinating outlet for the drawing work. Historic art and costume and historic environment are really studied and actually practiced with not only a wealth of valuable knowledge gained, but intense enjoyment received. The "bugbear" of discipline is swept aside, and very truly has some one said that teaching drawing is a joyous occupation. A school outline refers to this work as a part of the art teaching.1 Wherever possible the art work is made to express school, home, individual, and social interests. The course as indicated is a separate statement of the grades; it is not rigid and is modified whenever special reasons for doing so arise. For example, the artistic needs of the festivals often furnish excellent problems for team work. The making of symbolic decorations for the gymnasium, where the school gathers, decorating costumes by stencil design or otherwise, the painting of scenes for the plays, designing stage properties, making banners and devices for Christmas processionals, and the working out of program designs are typical phases of festival art work which introduce an excellent stimulus for cooperative effort. Childhood games and sports receive their due attention. Kites, boats, sleds, skees, and a host of other things are made, after being first designed in the drawing room. The latest and one of the very finest forms of manual training-printing-offers unusual opportunities for the applied art work. Illustrations for the elementary year book and decorative designs for other school printing, posters, and various other pieces of lettering for school use offer opportunities for the application of the art to everyday needs.1 The home is also studied and furniture designed and made, color schemes are rendered, and home decoration is seriously considered. A direct application is supplied for rug and wall-paper design and designs for all home furnishings. In the lower grades actual miniature (doll) houses are furnished complete, with color schemes and all necessary furniture. Even different countries and civilizations are studied through the drawing and handwork. The actual lives of the Indians, the Esqui 1 "A course of study in art," Ethical Culture School, New York City. Outlined by James Hall. mos, the eastern nations, and the western nations are worked out in clay on the sand table or through drawing and painting. Through such interesting work drawing is no longer a "special subject," but is a natural and necessary means of development in modern education. Its value must lie unquestioned when without it the modern vital and concrete problems can not be adequately studied. But the correlation must be natural, never forced. The true conception of the real meaning of drawing-the arts-for education at least, will readily show its place in relation to the child and to school work. Says Miss Emma Church: As to the work and industry of our school community we will but need to turn to the history of the race for the natural order of development of the forms expression, and we find the arts to have the first place, and those always first that call for motor expression, such as games, dances, ceremonials, song, pottery, weaving, and construction of various things of use, to which has always been added some design of religious or other signification. In the creation of these various things much thought is needed; and the ingenious teacher, instead of teaching reading, writing, arithmetic, and history as unrelated subjects, can create a necessity for their use, and to her joy will it be found that there is no difficulty in teaching children anything they want to know when they have use for their knowledge. We might eliminate grammar and spelling, and use words and language well, and step by step refine their use. All correlations should take place in children's consciousness, instead of our trying to correlate subjects. Costume design and personal adornment are further opportunities for correlation. Dresses, hats, belts, collars, bags, jewelry, etc., are designed, constructed, and put into everyday use. Commercial courses include a study of commercial art; industrial courses involve study in industrial design; and classical courses demand the study of the arts of civilization. For the benefit of the grade teachers, New York State has issued correlative charts,' based on the elementary syllabus. Each of the three charts, in which certain grades are grouped, gives page references to all subjects and quotes passages wherein the drawing and construction, or handwork, may be utilized and closely correlated with each. One university has gone a step farther than this and has interwoven all subjects, including drawing, so that each is definitely related and quite dependent upon the other. 2 The supervisor of to-day never formulates his outline without considering all these forms of correlation, and abstract teaching is seldom if ever heard. Always the lesson of one day is applied on another, and the final result is a work of immediate and often lasting value. The fine mental training, certainly, is never lost, and the growth of art appreciation is constantly quickened and strengthened. The broader conception of the idea of correlation seeks further to stimulate local pride in the designing and planning of decoration for 1 Worked out by State normal-school teachers. |