DETERMINING CONTENT FOR A COURSE IN ART RELATED TO THE HOME
Taste develops gradually through the making of choices with
reference to some ideal.--Henry Turner Bailey.
PLACE OF ART IN THE VOCATIONAL PROGRAM IN HOME ECONOMICS
In recent years, 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 year. In
other schools, the entire vocational half day has been devoted to home
economics, art being introduced in short units or as a part of some
unit in home economics where it seemed to meet particular needs.
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 units. Since art
is recognized as fundamental to the solving of so many homemaking
problems, 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
furnishing.
Prior to selecting the pattern and material for a dress, the girl
needs to understand certain principles of design and color which will
enable her to choose wisely. If art training has not preceded this
problem in the clothing course, or if there is no provision for art
work to parallel the clothing instruction unit, it becomes necessary to
introduce some art training at this point. A similar situation arises
in connection with the other units involving selection and arrangement
such as home furnishing or table service. 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 problems. 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 unit. For example, if the girl is planning to
make a dress, her interest and efforts are centered on its production.
If preliminary to starting the dress, time must be taken to establish
standards for the selection of the pattern and materials, 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-hearted.
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 units.
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 art. However, if the program can
not include the teaching of art as a consecutive unit paralleling or
preceding certain units in homemaking, 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 economics. In such a plan, 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 introduced. 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 environment.
There are then three possible plans for including art instruction in
the vocational program in homemaking, namely:
1. By presenting the course in art related to the home as a separate
semester or year course that parallels the homemaking course. When
it is a semester course, 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 clothing.
2. By giving the course in art related to the home as a separate unit
in the homemaking course. 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
developed. This will usually be the unit in clothing or home
furnishing.
3. By giving short series of art lessons as needs arise in the homemaking
course. Certain dangers have been pointed out in this plan. If used,
it should include a definite time for unifying and summarizing the
art work at the end of the course.
OBJECTIVES FOR THE TEACHING OF ART
In the vocational program in which the teaching is specifically designed
to train for homemaking, 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 production. Bobbitt[5] elaborates on this objective
as follows:
* * * the curriculum maker will discern that the men and women
of the community dwell within the midst of innumerable art forms.
Our garments, articles of furniture, lamps, clocks, book covers,
automobiles, the exterior and interior of our houses, even the
billboards by the roadside are shaped and colored to comply in
some degree, small or large, with the principles of aesthetic
design. Even the most utilitarian things are shaped and painted
so as to please the eye. * * *
It would seem then that individuals should be sensitive to and
appreciative of the better forms of art in the things of their
environment. As consumers they should be prepared to choose things
of good design and reject those of poor design: and thus gradually
create through their choices a world in which beauty prevails and
ugliness is reduced to a minimum.
This does not require skill in drawing or in other form of visual
art. It calls rather for sensitiveness of appreciation and powers
of judgment. * * * The major objectives must be the ability to choose
and use those things which embody the higher and better art motives.
Education is to aim at power to judge the relative aesthetic
qualities of different forms, designs, tones, and colors. Skill in
drawing and design does not find a place as one of the objectives.
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 qualities. This in turn is dependent upon training. As one
writer points out[6]--
* * * 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 interests. In art this is particularly true, for we
can only enjoy and appreciate that which we are able to understand.
Through training we may be able to appreciate and understand art
even though we can not produce art to any great extent. This we may
think of as mental training.
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 women. In order
to know these needs, the teacher must study the appearance, conditions,
and practices in the homes of her pupils. Through observation of the
general appearance and clothing of the pupils and a knowledge of their
interests and activities outside of school, she will obtain much
valuable information, but, in addition, it is highly desirable that she
visit their homes. 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 possible. The teacher should also be constantly alert
to the many opportunities offered through community functions, local
stores, and newspapers for becoming more familiar with particular needs
and interests in her school community.
In making contacts in the homes and community, it is essential that the
teacher use utmost tact. Few homes are ideal as they are, but something
good can be found in all of them. 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 possessed. _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 homes. The aim of all
art work is to develop appreciation, not a critical or destructive
attitude._
Through such a study of girls' needs and interests certain general
objectives will be set up for units of courses in related art. Through
a well-planned program the majority of pupils in any situation may
reasonably be expected to develop--
1. A growing interest in the beauty to be found in nature and the
material things of their environment.
2. Enjoyment of good design and color found in their surroundings.
3. A desire to own and use things which have permanent artistic
qualities.
4. An ability to choose things which are good in design and color
and to use them effectively.
Out of these general objectives for all related art work, more
specific objectives based on pupils' immediate needs and interests are
essential. In terms of pupil accomplishment these objectives may
be as follows:[7]
I. Interest in--
1. Finding beauty in everyday surroundings.
_a._ In nature.
_b._ In man-made materials and objects.
_c._ In art masterpieces.
2. Making homes attractive as well as comfortable.
II. Development of a desire for--
1. Beautiful though simple and inexpensive possessions.
2. Skill in making artistic combinations and arrangements in
home and clothing.
III. Ability to--
1. Select and make balanced arrangements.
2. Select articles and make arrangements in which the various
proportions are pleasing.
3. Select and use articles and materials which are pleasing
because there is interesting repetition of line, shape,
or color.
4. Select and use articles and materials in which there is
desirable rhythmic movement.
5. Select and make arrangements in which there is desirable
emphasis.
6. Arrange articles in a given space so they are in harmony
with the space and with each other.
7. Select colors suited to definite use and combine them
harmoniously.
IV. Appreciation of good design and color wherever found.
These specific objectives probably cover those phases of art for
which the average homemaker has the greatest need. In the limited
amount of time that is available for the related art units in most
vocational programs, the choice of what to teach must be confined to
the most fundamental facts and principles of art only. The problems
through which these are to be developed may be drawn for the most
part from actual situations within the girls' own experiences. 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
lives. In the average class few, if any, girls will have that type of
"creative ability" possessed by great artists, but all of the group may
be expected to attain considerable ability in selecting, grouping, and
arranging the articles and materials of a normal home and for personal
use. This may rightfully be termed creative ability. For example, 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
beauty.
ESSENTIAL ART CONTENT
A very careful selection of content for the course or unit in related
art must be made. The vast amount of material in art from which to
choose makes the problem the more difficult. 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 confusion. In the time available for art in the day
vocational schools, as well as in the part-time and adult classes, 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 arrangement.
Teachers are often baffled by the seeming multiplicity of terms. The
Federated Council on Art Education has recently issued the report
of its committee on terminology. The pertinent section dealing with
indefinite nomenclature is here quoted:[8]
The subject of terminology in the field of art is extremely broad
and for the most part indefinitely classified. Over 100 technical
terms are in common use in the vocabulary of art. Often words are
used by different authors with entirely different meanings, and in
other cases the degree of difference between words is too slight
to warrant use of a separate term. 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 work.
In general, the literature used as a basis for planning, organizing,
and developing units of art instruction in the schools is very
indefinite in regard to nomenclature. For this reason the committee
on terminology centered the first part of its investigation upon a
program of analysis to determine, if possible, the most significant
words in common use.
In the preparation of this bulletin, several art texts, reference books,
and courses of study were examined for the purpose of determining the
art terms that were most frequently used. On that basis, from these
various sources the following were listed:
Balance.
Proportion.
Repetition.
Rhythm.
Emphasis.
Harmony.
Color.
Line.
Light and dark.
Unity.
Radiation.
Opposition.
Transition.
Subordination.
Center of Interest.
Dominance.
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 used,
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 suggested.
There seems to be common agreement that balance, proportion, repetition,
rhythm, emphasis, harmony, 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 course. The
selection of these seven phases of art as fundamental is supported
by Goldstein,[9] by Russell and Wilson,[10] and by Trilling and
Williams.[11]
The committee on art terminology has also given emphasis to these in
the classification as set up in Table V of their report. This is here
given in full.
_Simplest form of classification_[12]
----------------+--------------+--------------+------------+------------
Basic | Major | Minor | Resulting | Supreme
elements | principles | principles | attributes | attainment
----------------+--------------+--------------+------------+------------
| | | |
Line. | Repetition. | Alteration. | |
Form. | | Sequence. | |
| Rhythm. | | Harmony. |
Light } | | Radiation. | |
and } Tone. | Proportion. | Parallelism. | | Beauty.
Dark. } | | Transition. | |
| Balance. | | Fitness. |
Color. | | Symmetry. | |
Texture. | Emphasis. | Contrast. | |
| | | |
----------------+--------------+--------------+------------+------------
It will be noted that repetition, rhythm, proportion, balance, and
emphasis are listed as major principles. It will also be noted that
harmony is classified as a resulting attribute. This will be the
inevitable result if the principles of the first five are well taught.
Arrangements which meet the standards of good proportion, which are
well balanced and which are suited to the space in which they are
arranged will be harmonious.
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 it, there are some guides of procedure in the use of those qualities
of color, such as hue, value, and intensity, which should be developed
to insure a real ability to select colors and combine them harmoniously.
Line is also considered a basic element of art structure. Since the
problems in a course in art related to the home are largely those of
selection, combination, and arrangement, the consideration of line may
be confined to its effect as it provides pleasing proportions, is
repeated in an interesting manner, or produces desirable rhythm.
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 seems. Through the consideration of the qualities of color it
will be found that value includes the material often given under "light
and dark" or "notan."
Referring again to the report of the Committee on Art Terminology,[13]
"unity" is considered as a synonymous term for "harmony." Since it
is possible for an arrangement to be unified and still be lacking in
harmony, the latter term is used in the bulletin as the more important
and inclusive one. There is less obvious need for the principles of
"radiation," "opposition," and "transition" in problems of selection
and arrangement. The Goldsteins refer to them as methods of arranging
the basic elements of lines, forms, and colors in contributing to the
principles of balance, proportion, rhythm, emphasis, and harmony. Thus
some reference to them may be made in the development of the principles
of harmony and rhythm.
Emphasis has been chosen as an inclusive term which represents
"subordination," "center of interest," and "dominance."
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
limited. Each teacher of art should feel free to develop as many of
the principles as are needed by her groups, remembering that it is far
better to teach _a few principles well_ than to attempt more than can
be done satisfactorily.
In developing the principles of design certain guides for procedure
or methods in achieving beauty will be formulated. For example, in
considering balance, pupils will soon recognize that the feeling of
rest or repose that is the result of balance is essential in any
artistic or satisfying arrangement. Their problem is how to attain it
in the various arrangements for which they are responsible. Thus guides
for procedure or methods of attaining balance must be determined. Such
guides for obtaining balance may be--
1. Arranging like objects so they are equidistant from a center
produces a feeling of rest or balance.
2. Unlike objects may be balanced by placing the larger or more
noticeable one nearer the center.
It will be seen that these are also measuring sticks for the judging
of results. 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
used. 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 situations. Some authorities[14] term these methods
for attaining results, guiding laws for procedure, or principles.
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 furnishing. 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 room. Since in a vocational program the objective is
to train for homemaking, it is essential that art contribute to
the solving of all home problems in which color and good design are
factors. In the selection and utilization of materials that have to
do with child development, meal preparation and table service, home
exterior as well as interior, and social and community relationships,
application of the principles of art plays a large and important part.
One of the teacher's great problems is that of determining pupil needs.
Although homes vary considerably in detail, there are many similar
situations arising in all of them for which an understanding of the
fundamental art principles is essential. 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 experience. 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 problems. In most of these topics,
other factors such as cost, durability, and ease of handling will need
to be considered in making final decisions, for art that is taught in
relation to the home is not divorced from the practical aspects of it.
_Child development_--
Choosing colored books and toys for children.
Choosing wall covering for a child's room.
Choosing pictures for a child's room.
Placing and hanging pictures in a child's room.
Selecting furniture for a child's room.
Determining types of decoration and desirable amounts of it for
children's clothing.
Choosing colors for children's clothing.
Making harmonious combinations of colors for children's clothing.
Choosing designs and textures suitable for children's clothing.
Avoiding elaborate and fussy clothing for children.
_Meal planning and table service_--
Using table appointments that are suitable backgrounds for the meal.
Choosing appropriate table appointments in--
Linen.
China.
Silver.
Glassware.
Using desirable types of flowers or plants for the dining table.
Making flower arrangements suitable in size for the dining table.
Selecting consistent substitutes for flowers on the table.
Choosing containers for flowers or plants.
Using candles on the table.
Deciding upon choice and height of candles and candlesticks in
relation to the size and height of the centerpiece.
Determining when to use nut cups and place cards.
Choosing place cards and nut cups.
Arranging individual covers so that the table is balanced and
harmonious.
Folding and placing napkins.
Considering color and texture of foods in planning menus.
Determining when and how to use suitable food garnishes.
_Home--Exterior_--
Developing and maintaining attractive surroundings for the house.
Choosing dormers, porches, and porch columns that are in scale with
the house.
Grouping and placing the windows so they are harmonious with each
other and with the house.
Planning suitable and effective trellises and arbors.
Recognizing limitations in the use of formal gardens and grounds.
Determining the use of the informal type of grounds.
Choosing house paint and considering how it may be influenced by
neighboring houses.
Determining the influence of the color of the house on the choice
of color for the porch furniture and accessories and for awnings.
Selecting and arranging porch furniture and accessories.
Selecting curtains for the windows of the house which are attractive
from the exterior as well as from the interior.
Determining desirable shapes for trimmed hedges and shrubbery.
Selecting shrubbery and flowers that will contribute, at small cost,
to the appearance of a home.
Planning the grounds of a home and the possible use of a bird bath,
an artificial pool, or a rock garden.
_Home--Interior_--
Securing beauty rather than display.
Selecting textures that suggest good taste rather than merely a
desire for display.
Choosing wall coverings that are attractive and suitable backgrounds
for the home.
Selecting rugs for various rooms.
Selecting furniture that adds attractiveness, comfort, and convenience
to the home.
Determining relation of beauty in furniture to the price of it.
Choosing window shades, curtains, and draperies from the standpoint
of color, texture, design, and fashion.
Selecting appropriate accessories for the home.
Determining when to use pictures and wall hangings in the home.
Choosing pictures and wall hangings for the home.
Placing rugs, furniture, and accessories in the home.
Arranging and hanging pictures and wall hangings.
Determining the relation of type and arrangement of furnishings and
accessories to the formality or informality of a room.
Avoiding formal treatment and shiny textures in the average home.
Planning how color may be used and distributed effectively in a room.
Determining how color schemes of rooms are affected by size, purpose,
and location.
Discouraging the use of cloth, paper, and wax flowers and painted
weeds in the home.
_Social and community relations_--
Determining social and community activities with which high school
girls are asked to assist and for which art training is needed.
Making attractive and suitable posters for special occasions.
Selecting and arranging flowers and potted plants for various
occasions.
Planning, selecting, and using appropriate decorations for special
events.
Wrapping gifts and packages attractively.
Choosing and using appropriate stationery, calling cards, place
cards, and greeting cards.
_Clothing_--
Determining appropriate clothing for all occasions.
Planning clothing that adds to rather than detracts from the charm
of the wearer.
Planning to avoid garments and accessories that may be liabilities
rather than assets.
Recognizing the relation of the "style of the moment" to the choice
and combination of the clothing for the individual.
Choosing colors for the individual.
Utilizing bright colors in clothing.
Selecting harmonious color combinations in clothing.
Selecting and using textile designs in clothing.
Selecting and adapting style designs in patterns for the individual.
Improving undesirable body lines and proportions through the wise
choice of clothing.
Selecting clothing accessories--
Hats.
Shoes.
Hosiery.
Gloves.
Bags.
Jewelry.
Selecting and using appropriate jewelry and similar accessories
with various ensembles.
Choosing texture, color and design for undergarments that make
appropriate and attractive foundations for the outer garments.
As yet no committee on related art has proceeded so far as to suggest
specific content for art courses that are related to homemaking.
Since this bulletin deals with the teaching of art as it relates
to homemaking, teaching content is presented only in so far as it
exemplifies methods or procedures and relates to objectives. It is
hoped, however, that teachers will find real guidance for selecting
content that will meet the particular needs of their classes through,
the detailed consideration of objectives, the selection of principles,
and the many suggestions that are offered for art applications that can
be made in all phases of homemaking.