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 beautiful.--Goldstein.
The vocational programs in homemaking are designed for girls over 14
years of age in the full-time day schools, many of whom do not complete
high school or do not have opportunity for more than a high-school
education; for those young girls, 14 to 18 years of age, who having
dropped out of full-time school can attend the part-time schools;
and for women who are in position to attend adult homemaking classes.
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 theories. In this way these principles become
fundamental to the most successful solving of many of the problems in
home economics. 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 them.
Through the comparatively few years in which these vocational programs
have been in operation, teachers in all States have attempted with some
success to give an art training that is both practical and vital to
young girls and women. They have, however, been confronted with many
baffling problems. 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
published. 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 becomingly. Some of the
questions to be answered in an attempt to solve these problems are:
1. What should be the place of art in the homemaking program?
2. What are pupils' greatest art needs?
3. What classroom training will help meet these needs?
4. What are the best methods to use in teaching art?
5. To what extent will laboratory problems function
in meeting pupils' needs?
6. What results should be expected from art training
in the homemaking program?
7. How can these results be measured?
In vocational programs the courses or units in art related to the home
are taught by both art teachers and home-economics teachers. In the
larger schools they are frequently assigned to the regular art teacher,
provided she has had sufficient contact and experience in homemaking
to give her the necessary background for making the fundamental
applications. 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 home.
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 work. In most States
training in art is included among the qualifications for vocational
home-economics teachers. 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 courses.
This bulletin is intended as a help to teachers of related art courses,
be they regular art teachers or home-economics teachers, to art
instructors and teacher trainers in colleges, and to supervisors of
home economics. The following tabulated suggestions indicate how it may
be of service to these four groups:
Chart 1.--_Suggestions for use of this bulletin by teachers_
--------------------+--------------------------------------------------------
Groups | Uses
--------------------+--------------------------------------------------------
|
I. Art and home | 1. As a guide in determining objectives in related art.
economics | 2. As a help in selecting content.
teachers in | 3. As a means of determining method.
vocational | 4. As suggestive of ways for evaluating results.
schools. | 5. As suggestive in the selection and use of
| illustrative materials.
| 6. As a guide for reference material.
|
II. Art instructors | 1. As a means of becoming familiar with some of the
in colleges. | typical problems which prospective teachers of
| related art will meet.
| 2. 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
| problems.
III. Teacher | 1. As an index to the interests and needs of girls
trainers. | in home-economics classes.
| 2. As a means of determining the phases of art that
| most nearly meet the needs of girls.
| 3. As suggestive of methods for student teaching in
| classes in art related to the home.
| 4. As a basis for guiding student teachers in
| collecting and preparing illustrative material.
| 5. As a guide for reference material.
|
IV. Home economics | 1. As a stimulus to promote more courses or units
supervisors, | in art.
State and | 2. As a stimulus to work for better programs in
local. | related art.
| 3. As a guide in developing art units with teachers
| through individual, district, and State
| conferences.
| 4. As a basis for giving assistance to teachers on
| art problems.
--------------------+--------------------------------------------------------
While the major emphasis in the bulletin is directed toward the
teaching of related art, mention should be made of the importance
of environment as a potent factor in shaping ideals and developing
appreciation of the beautiful. 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
students. The home-economics laboratory offers an opportunity for
centers in which interesting and artistic groupings may be arranged.
These tend to eliminate much of the formal school atmosphere and
provide a more typical home environment. Such centers in home-economics
laboratories have been appropriately called appreciation centers.
A laboratory with examples of the beautiful in line and color, such
as well-arranged bowls of flowers, bulletin boards, wall hangings,
or book corners, may prove an effective though silent teacher.
It would be futile to attempt to make most school laboratories too much
like homes, however. Such attempts may give the appearance of being
overdone. The light and cheerful room, with the required furnishings
well arranged and one or more appreciation centers, is usually the
more restful and attractive. 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 homes. It is desirable to have the appreciation centers
changed frequently, and to give pupils an opportunity to share in
selecting and making the arrangements.
[Illustration: Figure 1.--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 schoolroom.
Note the effective use of the screen in concealing a filing case]
[Illustration: Figure 2.--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]
[Illustration: Figure 3.--Pupils in a Nebraska high school try out
different flowers and arrangements]