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Guide for Industrial Arts Education in California.California Industrial Arts Curriculum Committee.;California State Dept. of Education, Sacramento.7046p.; 1970 RevisionCalifornia State Department of Education, 721 CapitolMall, Sacramento, California 95814 ($.40)

EDRS PRICE MF$0.65 HC-$3.29DESCRIPTORS College Programs; Course Descriptions; Educational

Facilities; *Educational Objectives; ElementaryGrades; *Industrial Arts; Instructional Programs;*Program Descriptions; Program Guides; SecondaryGrades; *State Curriculum Guides; *State Programs;Teacher Education

IDENTIFIERS *California

ABSTRACTThis revised state guide for industrial arts was

prepared to offer a framework for planning programs that could beinterpreted and applied, in terms of the curriculum and facilitiesprovided, by local district. An introduction to industrial artseducation and general program descriptions are given for elementary,junior high, senior high, and college levels, includingrecommendations for the number and types of shops and instruction forvarious age levels. Characteristics discussed include: (1)

instructional procedures, (2) safety, (31 organization andmanagement, (4) guidance, (5) instructional aids, and (6) projects. Ahistory of the nine industrial arts teacher education programs inCalifornia and a section on professional growth are included.(GEB)

.1970 Reprint

tr.

la

Guide for

INDUSTRIAL ARTS -EDUCATIONIN CALIFORNIA

REVISED EDITION

CALIFORNIA. STATE DEPARTMENT OF EDUCATION'Max Rafferty Superintendent of Public Instruction

Sacramento '970

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

Guide forcrrtN

INDUSTRIAL ARTS EDUCATIONsc,

IN CALIFORNIA

Revised Edition

Prepared by

CALIFORNIA INDUSTRIAL ARTS CURRICULUM COMMITTEE

FOREWORD

Industrial arts education is an integral part of the educational program in the publicelementary and secondary schools of California. The increasing complexity of ourmodern technological society and the increasing amount of mechanization encoun-tered in almost every phase of daily living make industrial arts experiences essential

for all youth.Educators have valued the direction and assistance provided in the Guide for Indus-

trial Arts Education in California, which was prepared by the California Committeeon Industrial Arts Education and published by the California State Department ofEducation in 1949. However, recent scientific and technological changes have madea revision of this guide necessary.

The revised Guide for Industrial Arts Education in California, which was preparedby the California Industrial Arts Curriculum Committee, was developed as a co-opera-tive project by California industrial arts teachers, supervisors, and teacher educators,and the State Department of Education, and represents approved Oilosophy andobjectives in the field of industrial arts. The guide briefly describes the elements ofthe industrial arts program and offers a framework that should be interpreted andapplied in terms of the curriculum and facilities provided by a local school district.

All persons who have responsibility for the industrial arts programs offered in Cali-fornia public schools should find die revised guide of great value.

Superintendent of Public Instruction

PREFACE

A report prepared by members of the California Industrial Arts Curriculum Com-mittee pointing out the need for the revision of the Guide for Industrial Arts Educa-tion in California (Bulletin of the California State Department of Education, Vol.XVIII, No. 7, September, 1949), was made during the Eighteenth Annual Confer-ence on Industrial Education called by the Division of Instruction and the Bureau ofIndustrial Education of the California State IXTartment of Education and held inBakersfield in 1956. As a result of this report, a plan for revising the guide was agreedupon. The California Industrial Arts Curriculum Committee was assigned responsi-bility for preparing a preliminary draft of the material for the revision and a CaliforniaStatewide Industrial Arts Committee composed of supervisors and teacher educatorswas named to review the maerial.

Industrial arts instructors from all parts of the state 'ere also asked to appraise thematerial and to suggest changes or additions. All the suggestions made by the Cali-fornia Statewide Industrial Arts Committee and the instructors were reviewed by theCalifornia Industrial Arts Curriculum Committee and those found feasible were usedin completing subsequent revisions of the material.

A detailed report of the progress made by the committees was given and a review ofthe material that had been prepared.was made at the Nineteenth C nnual Conferenceheld in San Jose in 1957..The final report covering the material for the revised guidewas submitted to the conference held in Long Beach in 1958.

The educational profession in California and particularly those members in thefield of industrial arts education are greatly indebted to the California Committee onIndustrial Arts Education for the original Guide for lmlustrial Arts Education in Cali-fornia and to the two committees who accepted a large share of the responsibility forpreparing the revised guide.

Photographs used in this bulletin were contributed by Burbank Unified SchoolDistrict, Fresno City Unified School District, Long Beach City Unified School Dis-trict, Los Angeles City School Districts, Montebello Unified School District, Rich-mond City Elementary School District and Richmond Union High School District,and San Diego City Unified School District, and from the offices of the countysuperintendents of schools of Los Angeles, Sacramento, San .Bernardino, San Diego,Stanislaus, and Tulare cout&es. Alfred E. Bloch, Director of Arts and Applied Arts,Redwood City Elementary School District, created the cover design.

The revised Guide for lmlustrial Arts Education in California provides a soundbasis for the improvement of industrial arts education in California public schools.

J. WILLIAM MAYActing Chief,Division of Instruction

iv4

MITCHELL L. VOYDATChief, Bureau of Elementary

and Secondary Mucation

CALIFORNIA INDUSTRIAL ARTS CURRICULUM COMMITTEE

Fred A. BaerSupervisor, Industrial Arts Education, Division of Sec-

ondary Education, Junior [Ugh,Los Angeles City School Districts

C. Thomas DeanChairman, Department of Industrial Arts Education,Long Beach State College

Clifford G. DobsonHead, Department of Industrial Arts Education,Los Angeles State College

B. Gordon Funk, Committee SecretarySupervisor, Industrial Education, Division of Secondary

Education, Senior High,Los Angeles City School Districts

John Giovannoni, Jr.Supervisor, Industrial Arts Education, Division of Ele-

mentary Education,Los Angeles City School Districts

J. Lyman GoldsmithSupervisor; Agricultural, Vocational, and Industrial Arts

Education; Division of Instructional Services;Los Angeles City School Districts

Marion A. GrosseChairman, Applied Arts Division, and Head, Department

of Industrial Arts Education,Fresno Statc College

Claude E. INihartRetired. Formerly I lead, Department of Industrial Arts

Education, Los Angeles State College;Head Supervisor, Division of Vocational and Practical

Arts,Los Angeles City School Districts

Kenneth PhillipsChairman, Department of Industrial Arts Education,San Diego State College

Kermit A. Seefeld, Committee ChairmanChairman, Department of Industrial Arts Education,University of California, Santa Barbara College

Norman R. StangerConsultant, Industrial Education,Office of Orange County Superintendent of Schools

William i SteinbergSupervisor, Industrial Arts Education,San Diego City Unified School District

David 0. TaxisConsultant, Industrial Arts Education,Office of Los Angeles County Superinte.Ident of Schools

Glenn D. WarrickSupervisor, Industrial Arts and Vocational Education,Long Beach City Unified School District

Robert L. Woodward, Committee ConsultantConsultant, Industrial Arts Education,California State Department of Education

CALIFORNIA STATE-WIDE INDUSTRIAL ARTS COMMITTEE'

Walter E. AllmanConsultant, Guidance and Industrial Arts Education,Office of Riverside County Superintendent of Schools

Charles H. AmbellanCo-ordinator, Industrial Arts Education,Compton Union I ligh School District

Chesley I. BentleyCo-ordinator, Apprenticeship Training and Industrial

Arts Education,Salinas Union High School District and Hartnell College

Forrest BinghamDistrict Departmental Chairman, Industrial Arts Educa-

tion,Kern County High School District

Ralph 0. BishelConsultant, Industrial Arts Education,Montebello Unified School District

' Members of this committee reviewed the manuscript.

Alfred E. BlochDirector, Arts and Applied Arts,Redwood City Elementary School District

Ralph H. BushSupervisor, Industrial Arts Education,Pasadena City School Districts

George F. ChambersSupervisor, Industrial Arts Education,Richmond City Elementary School District and Rich-

mond Union High School District

Lionel E. CrossSupervisor, Agriculture and Industrial Arts Education,San Jose City Unified School District

Glenn S. DuncanCo-ordinator, Department of Industrial'Arts EducationChico State College

Dale EsterCo-ordinator-Consultant, Industrial Arts Education,Office of Kern County Superintendent of Schools

Richard E. FisherI lead, Department of Industrial Education,Pacific Union College

M. C. FullmerCo-ordinator, Industrial Arts and Vocational Education,Elementary School District and Napa Union High

School District

Robert P. Hans lerDirector, Industrial Education,Fresno City Unified School District

Frank J. HedrickSupervisor, Industrial Arts Education, Division of Ele-

mentary Education,Los Angeks City School Districts

Lloyd G. HopkinsCo-ordinator, Industrial Education,Alameda City Unified School District

J. Brady HowellConsultant, Industrial Arts Education,Santa Barbara City School Districts

Milo P. JohnsonDirector, Secondary Education,Santa Monica City Unified School District

Mark JonesCo-ordinator, Industrial Arts Education, JuniorRiverside City School Districts

Harry J. LoucksSupervisor, Industrial Arts Education,Officc of Sonoma County Superintendent of Schools

John M. Mc RobbieSupervisor-Co-ordinator, Industrial Arts Education,Office of Tulare County Superintendent of Schools

Glenn I. NewhouseSupervisor, Industrial Arts Education,Oakland City Unified School District

Dwight W. NicholsChairman, Department of Industrial Arts Education,San Francisco State College

Gail J. PharesSupervisor, Industrial Education,Burbank Unified School District

Jess E. RathbunCo-ordinator, Industrial Arts Education,San Francisco City Unified School District

Jack E. ReynoldsSupervisor, Industrial Arts and Safety Education,Sacramento City Unified School District

Pierre F. RubsamCurriculum Co-ordinator, Industrial Arts Education,Office of San Diego County Superintendent of Schools

Richard RyanVice Principal,Anahehn Union High School

John SatterstromCo-ordinator, Industrial Arts Education,Office of Santa Clara County Superintendent of Schools

Heber A. SotzinChairman, Applied Arts Division, and Head, Department

of Industrial Arts Education,San Jose State College

Arthur L. StegemanAssociate Professor, Industrial

High, Humboldt State College

Lester J. SwartzDirector, Industrial Arts Education,San Juan Union High School District

Howard J. WarrenConsultant, Industrial Arts Education,Office of Monterey County Superintendent of Schools

Wayne A. WonacottSupervisor, Industrial Arts Education, Division of Ele-

mencary Education,Los Angeles City School Districts

Arts Education,

v' G

CONTENTSSECTION

FOREWORD

PREFACE

Pagc

iv

I INTRODUCTION TO INDUSTRIAL ARTS EDUCATIONHistory of Industrial Arts Education in California 1

Industrial Arts on the Senior High School Level 2

Industrial Arts on the Junior High School Level 2

Industrial Arts on the Elementary School Level 3

Point of View 3

Objectives of Industrial Arts Education 5

Basic Definitions in Industrial Arts Education 6

Relationships of Industrial Arts to the Total Program of Education 7

II PROGRAM OF INDUSTRIAL ARTS IN CALIFORNIA 8

'rota] Program of Industrial Arts Education 8

Industrial Arts Education on the Elementary School Level 8

Industrial Arts Education on the Junior High School Level 9

Industrial Arts Education on the High School Level 10

Industrial Arts Education on the College Level 11

Industrial Arts Education for Special Purposes 12

Planning an Industrial Arts Program 13

Pattern of Courses 14

III INDUSTRIAL ARTS .;N THE ELEMENTARY SCHOOL 16

Industrial Arts in the Primary Grades 17

Industrial Arts in the Middle Grades 18

Industrial Arts in the Upper Grades 19

IV GENERAL DESCRIPTION OF COURSES ACCORDING TO LEVELS THATMAY BE PROVIDED IN THE INDUSTRIAL ARTS PROGRAM IN GRADES

SEVEN .THROUGH TWELVE 20

Instructional Areas of Industrial Arts and Their Major Subareas 20

General Descriptions of Courses According to Levels

V CHARACTERISTICS OF AN INDUSTRIAL ARTS PROGRAM 23

Instructional Procedures 23

Safety 25

Organization and Management 26

Guidance 27

Instructional Aids 29

Projects 30

VI PROFESSIONAL GROWTH 31

VII INDUSTRIAL ARTS TEACHER EDUCATION IN CALIFORNIA 32

History of Industrial Arts Teacher Education in California 32

Chico State College 32

Fresno State College 32

Long Beach State College 33

Los Angeles State College 34

Pacific Union College 34

San Diego State College 35

San Francisco State College 36

San Jose State College 36

Univer3hy of California, Santa Barbara College 37

Industrial Arts Teacher Education and Credentialing 38

7

Section I

INTRODUCTION TO INDUSTRIAL ARTS EDUCATION

The history of the development of industrial arts education in the public schools of California is brieflydocumented in the beginning of this section. An explanation of the present-day point of view or philosophy

and the objectives of industrial arts eduCation follow the introductory historical sketch. This section con-cludes with the presentation of information concerning terminology and definitions and the relationshipof industrial arts to the total program of education.

HISTORY OF INDUSTRIAL ARTS EDUCATION IN CALIFORNIA

Certain events and movements on the national scene have greatly influenced the emergence of indus-trial arts education in the public schools of California. Therefore, a brief history of the industrial artsprogram in the United States best introduces the highlights of the beginnings and development of Cali-

fornia's program.In the United States before the year 1880 there were a number of experimental programs of shop work

in public and private schools, but none of these developed an acceptable pattern for the public schools to

follow.

At the Philadelphia Centennial Exposition i»1876, a European school exhibit attracted theattention of American educators. The exhibit con-sisted of a series of abstract exercise pieces in woodand metal. It was claimed that the required exer-cises developed accuracy, skill, and knowledge ofconstruction. To several prominent educators thisdisplay appeared to answer the need for an organ-ized program of shop work. Calvin M. Woodward,of Washington University, was greatly impressed,and through his influence the St. Louis ManualTraining School was established in September,1880. The school was financed entirely by privateEunds. This secondary scbcol offered a sequence ofcourses includino instrumental drawing, woodwork,patternmaking, °foundry, forgino, and machineshop in addition to courses in °English, mathe-matics, science, history, and literature.

The St. Louis Manual Training School type ofcurriculum was widely copied. Manual traininghigh schools supported at public expense wereopened in Baltimore in 1884, and in Philadelphiaand Toledo in 1885, as well as in other cities andtowns across the neion. High schools bearing thenames technical, polytechnic, and mechanic artswere also established. Their curricula and equip-ment were quite similar to the St. Louis ManualTraining School pattern, although from time totimc new shop areas were added to keep abreastof changing and expanding industry. Shop work

became accepted as a subject field in the generalhigh school curriculum shortly after the turn of thecentury.

The first real impetus to the introduction ofmanual training in the elementary schools camewith the arrival of Gustaf Larsson in Boston in1888, followed shortly by Charles A. Kunou andJosef Sandberg. The work of these educators wasfinanced by private funds. Almost immediatelyupon arrival Larsson began teaching a private sum-mer school class in a typc of training known asSwedish sloyd and a few months later was givinginstruction to public school teachers. The greatestcontribution Larsson and his associates made wasin the area of teacher education. The Sloyd Train-ing SchoOl in Boston, established in 1890, gaveinstruction to teachers from all sections of thenation. The teachers trained in this school wereresponsible for the rapid growth of manual train-ing, especially in the elementary schools. Unlikethe exercise work practiced in the St. Louis Man-ual Training School, the sloyd system of manualtraining provided the student an opportunity toconstruct a series of useful articles, the articlesbeing arranged in progressive ordcr of difficulty.

After a few years of change and adjustmentoccasioned by the differing needs of Americanyouth, these two European systems of instructionbecame a part of a uniquely American manualtraining program. With the change in methods of

teaching and the introduction of new shop areas,materials, and processes, the term "industrial arts"took the place of thc original tcrm "manual train-ing." By 1930 the name "industrial arts" hadgained national acceptance.

!ndustrial Arts on the SeniorHigh School Level

California secondary schools were among thefirst to offer manual training courses. Shop courseswere introduced at Boys High School in SanFrancisco in 1892. The student body of this schoolwas, divided in 1894 and pari: of it was assignedto the new Polytechnic High School. After 1900,high schools built in Long Beach, Los Angeles,Oakland, Riverside, San Diego, San Jose, SantaMonica, and in other cities carried the name "poly-technic." Coursc offerings in these schools repre-sented the trades and manufacturing processes ofthe era and included mechanical drafting, wood-working, wood turning, forging, patternmaking,foundry, and machine shop practice in addition tothe traditional courses. Courses in auto mechanicsand printing appeared in the curriculum as earlyas 1913 with electricity being introduced a fewyears later. These courscs, offered in the early poly-technic high schools, became the pattern for otherhigh schools that were established later. Class ses-sions were one and one-half hours in length andclasses met five days per week. Work completedwas quite extensive and showed a high degree ofcraftsmanship. In the eleventh and twelfth grades,the program assumed aspects of trade training forthose majoring in the field. Teachers came largelyfrom the field of engineering and the trades, witha few men prepared by the colleges for teaching inthe field of manual training.

The term "industrial arts" was adopted for usein California public schools in 1928 by a commit-tee of supervisors and teacher educators workingunder the chairmanship of J. C. Bcswick, who atthat time was state supervisor of trade and indus-trial education.

With the change in name came changes in theprogram. Unit shops providing activities restrictedto forging, foundry, patternmaking, and woodturning began to fade from the picture. Machineshop was retained in many of the older schools, butthe newer schools established general metal shops

2

incorporating thc metalworking processes formerlytaught in unit shops. During this period, manyclass sessions wcrc shortened to one hour. Bv theearly 1930's, the name "industrial arts" was .gen-crally applied to this program.

Early supervisors of industrial arts on thc second-ary school level in California school districts in-cluded Euocne Cargniglia, San Francisco; WarrenDayton, Sacramento; George Henck, Pasadena;William Mathews, Oakland; and Claude E.Nihart, Los Angeles.

Industrial Arts on the JuniorHigh School Level

The first junior high schools, or intermediateschools as they were sometimes called, were estab-lished in Berkeley in 1909 and in Los Angeles in1911. The industrial arts programs in these schoolswere patterned after the manual arts programs inthe senior high schools. The shops were unit shops,as in the high schools, with similar heavy equip-ment. Course offerings included auto mechanics,sheet metal, printing, woodwork, and mechanicaldrawing. Electricity was introduced shortly after-ward. The firogram was described as "broadeningand finding." Its major aim was that of giving thepupil an opportunity to explore a variety of occu-pations related to the trades and industries. Pupilswere given experiences in several shops.

Industrial arts became an accepted program inthe junior high schools. Outstanding programswere developed in school districts in Berkeley,Long Beach, Los Angeles, Oakland, Pasadena,Sacramento, San Diego, San Francisco, San Jose,Santa Monica, and other communities. Later, cer-tain school districts required boys to take a com-plete sequence of exploratory courses. Thesecourses were offered in grades seven and eight andwere usualy ten to twenty weeks in length. Theremainder of the time devoted to industrial arts inthe eighth grade and all of thc time devoted to itin the ninth grade was set aside for students toparticipate in elective courses.

In 1928 changes in the course content and offer-ings of the junior high school industrial arts pro-gram began to take place. Gradually auto mechanicswas eliminated. The sheet metal area was expandedto include several types of metal work and the termgeneral metal" was adopted. In the 1930's print-

ing courses began to undergo a change. In addition

to hand composition and letter-press printing,many other activities were introduced into thc pro-gram and it became known as graphic arts. Thebroadening of the bases of uni.t shops continuedin othcr shop areas and the name "limited generalshop" was coined to designate this new type of

shop organization in the industrial arts program.Courses in handicrafts wcrc added during thisperiod. The broadening and expanding of the pro-gram made it possible more nearly to fulfill objec-tives and desired outcomes.

Industrial Arts on the ElementarySchool Level

Thc first orobanized program of shop work in theelementary grades in the public schools of Califor-nia was established in Los Angeles in 1896. Theprogram was under the supervision of Charles A.Kunou and was known by the Swedish namesloyd." Shops were provided in each of the ele-

mentary schools. Teachers traincd in the sloydsystem were employed. Bench work in wood andsimple shop drawing were taught. The programconsisted of making a series of carefully gradedmodels from the simple to the more complex.Working drawings of objects to be built wereusually made before construction began.

Two early private school experiments had amarked influence upon programs in the publicschools. The first was in Santa Barbara where, in1892, Anna S. C. Blake offered school courses insloyd with Ednah Rich, a trained teacher, incharge. The Santa Barbara City Schools co-

POINT 0

Twentieth century America is dominated byindustry. The educated man of .today must be in-formed regarding the effect of this and all otherelements of his environment. Industrial arts is thatpart of the total educational program which pro-vides opportunity for the study of man and indus-try through participation in typical experiences inindustrial processes and techniques; enriches otherinstructional fields such as mathematics, science,and language arts by bringing theory and practicecloser together through illustrations and practicalexamples which are industrial in nature; and dis-covers and develops personal aptitudes, interests,

operated fully by allowing boys to take thesecourses on school time. The second experimentbegan in 1894 at the Throop Polytechnic Institutein Pasadena, which later became California Insti-tute of Technology. A sloyd department for ele-mentary school children was organized at this

school under the direction. of Kunou. Classes inthe department were used for practice teaching byprospective sloyd teachers for the elementaryschools.

In thc northern part of the state, San Franciscodeveloped programs of manual training at an earlydate. These programs were administered by theschool principals. In 1908, Frank Barthel was ap-pointed supervisor of manual training for the SanFrancisco elementary schools. He served until1916.

"Sloyd" and "manual training" were at timesused as synonymous terms. However, with thebroadening of the program, the name "sloyd" dis-appeared from use. In the manual training pro-gram, pupils werc given some choice in the articlesto be made. Sports projects such as kites and modelboats became popular. Materials other than woodwere introduced and there was a definite effort tostimulate interest in the project that was beingmade.

Manual training as a separate shop activity inthe elementary school began to disappear with thedevelopment of the junior high school. In the1930's an integrated activity program taught in theclassroom by the classroom teacher with units ofwork developed for each grade level was introducedin many of the elementary schools.

F VIEW

abilities, self-reliance, good judgment, and re:-

sourcefulness through problem-solving and selfexpression in an environment related to industry.Industrial arts education is designed to help pre-pare individuals to meet the requirements of to-day's culture.

Today we are living in .an industrial-techno-logical-scientific culture characterized by rapidchange. Most individuals are far removed from themanufacturing and processing of industrial prod-ucts and therefore have little understanding of themajor aspects of industry. Knowledge of the impactof the industrial revolution on society, the move-

3

ment of industry from home to urban centers, thedevelopment of economical interdependence, thefundamental principles of industrial processes, andthc utilization of human resources are necessary iftoday's citizens are to live and function intelli-gently. Interpreting industry, discovering individ-ual interests and abilities, and helping individualsto further their interests and to make full use oftheir abilities are responsibilities met through theindustrial arts programan instructional programwhich is an essential part of the total program ofeducation offered by California public schools.

Industrial arts is that part of the industrial edu-cation program (industrial arts education and tradeand industrial education) which contributes to thegeneral education of all individuals. Industrial artsdeals with socioeconomic problems and occupa-tional opportunities and involves experience witha wide range of materials, tools, processes, andproducts. Industrial arts provides for the individualto evaluate his own interests and abilities in rela-tion to the requirements for successful participationin industry.

Psychological implications for learning are in-herent in industrial arts, in part because aesthetic,spiritual, and material needs originate in the en-vironment, also because the activities comprisingindustrial arts are rooted in personal experience.The learner is goal-seeking and he learns mosteffectively when his learning activities are closelyassociated with his own goals. Teaching-learningpractices, which provide opportunities for studentsto have personal experiences using all the senses ina manipulative way, are inherent in the content ofindustrial arts. Learning is considered to be acreative and individual processone person can-not learn for another. The learning of skills,understandings, appreciations, and attitudes im-plies a variety of methods, techniques, and activitieswhich involve many instructional materials. Indus-trial arts is a field that is rich in teaching-learningmethods, techniques, and materials.

WE BELIEVE

That education relates to the improvement ofactivities that are important in life.

That every project undertaken in the schoolshop should be one that has definite interest

4

and appeal to the individual or individualsinvolved.

That youth come to the school shop to work.They should start work on a useful project assoon as possible.

That industrial arts should be taught so as topresent many oportunities for practical problemsolving.

That industrial arts is especially adapted to therecognition of individual differences amongyouth.

That the demonstration is one of the most effec-tive methods of teaching industrial arts. Youthare inspired to learn by the teacher-craftsmandemonstration.

That a clean, well-organized, conveniently ar-ranged shop is an environment in which opti-mum learning takes place.

That youth's participation in shop control andmanagement is a living example of democracyat work.

That the "guided choice" method of projectselection is desirable, and that a variety of well-designed projects should be offered as sugges-tions of things to make. Applied creative designand planning are also an equally importantaspect of the program.

That the finished project should represent theyouth's best effort.

That manipulative skills and related technicaland general information are important.

That approximately 80 per cent of class timeshould be devoted to shop practice and the other20 per cent devoted to related instruction,demonstration, class discussion, investigation,and study.

That industrial arts is an excellent vehicle forteaching the practical application of other schoolsubjects such as mathematics, science, and thelanguage arts.

That industrial arts offers a morale-buildingstimulus that comes through successful accom-plishment.

11

OBJECTIVES OF INDUSTRIAL ARTS EDUCATION

To develop understanding of industry in terms oforganization, raw materials, processes, products,occupations, and services.

To develop appreciation of the influence that in-dustry has on our social and economic life; andthe ability to select, care for, and use industrialproducts intelligently.

To develop a reasonable degree of skill in the useof tools, machines, and materials; and understand-ing of basic types of construction, repair, andmaintenance.

To develop sound practices, attitudes, and appre-ciations of safety in thc school shop with applica-,

tion to the homc and everyday living.

To offer opportunities for the development of con-structive leisure-time activities or hobbies requiringmental and physical activity.

To satisfy the creative desire of youth, regardlessof professional or occupational interest, to constructuseful articles with tools and materials.

To develop the ability to measure and calculate,and to use scientific information, graphic illustra-tions, and reference materials effectively in theactivities.

To develop the ability to plan and work, alone andin co-operation with others, toward, the orderly,efficient and complete performance of assigned andselected tasks.

To develop appreciation of good design, construc-tion, and craftsmanship.

To discover and develop personal aptitudes, inter-ests, abilities, self-reliance, good judgment, andresourcefulness through problcm-solving and self-expression.

To enrich other instructional fields such as mathe-matics, science, and language arts by bringingtheory and practice closer together through illustra-tions and practical applications.

To develop understanding of conservation and thesources of the basic materials that provide resourcesfor man's comfort, health, and enjoyment.

To provide information and exploratory experi-ences in various industrial occupations and indus-tries that will help the student to make a Nviscselection of his life work.

To provide opportunity for certain students to havemore advanced experiences within chosen occupa-tional areas.

Photography may be offered as a separate industrial arts area or incorporated in arelated industrial arts area.

"'4{

12

5

BASIC DEFINIT!ONS IN INDUSTRIAL ARTS EDUCATION

Industrial Arts. Industrial arts education is thatpart of the total program of education concernedwith providing youth, regardless of occupationalgoals, opportunity to plan, to use tools and mate-rials in constructing articles and performing jobs,and to develop understanding and appreciationof our modern industrial civilization.

Practical Arts. Practical arts is a type of func-tional education in which manipulative skills areemphasized. The practical arts include agricul-ture, business education, homemaking, and in-dustrial arts.

Industrial Education. Industrial education is ageneric term which includes industrial arts edu-cation and (vocational) trade and industrialeducation.

Curriculum. A curriculum is an,organized groupof courses or subjects required for graduation orthe attainment of any other predetermined goal.

Course of Instruction. A course of instruction isa comprehensive statement of objectives, subjectmatter, methods, and materials that is designedfor use in a specified course and used as a guidein teaching a given manipulative subject.

Instructional Aids. Instructional aids are types ofaudio and visual materials or some combination

Vocabulary of students is increased andenriched in graphic arts courses.

of both that are used, in providing instruction,such as textbooks, reference books, films, filmstrips, models, displays, charts, and field trips.

Instruction Sheets. Instruction sheets are espe-cially designed to present the user ,with informa-tion or step by step procedures to follow in com-pleting a specified project or operation. Therearc four common types: assignment sheet, in-formation sheet, job sheet, and operation sheet.

Project. A project is a problem solving activitywhich includes planning and constructing anarticle or the performance of a job to fulfillindividual or group needs.

Related Technical Functional Information. Re-lated technical functional information consistsof those facts or .general principles which onemust know in order to plan and to do a job.

General Information. General information is thatbody of knowledge relating to an activity that isvaluable to know but not required to completea task or job.

Shops, Types of Organization

Comprehensive General Shop. A comprehen-sive general shop is one that provides facilitiesfor a combination of student experiences in

Students acquire ability to use accept-able drafting techniques in the produc-tion of working drawings.

two or.more industrial arts subject areas, such

as drafting, electricity, metal, and Nvood in asingle shop.

Limited General Shop. A limited general shopis one that provides facilities for student expe-riences in a number of closely allied activities.For example, a graphic arts shop may includeactivities such as hand composition, presswork, silk screeen process work, linoleumblock printing, simple photography, and rub-ber stamp making.

Unit Shop. A unit shop is one that provides asingle shop facility for student experiences inone arca of industrial arts; for example, pat-ternmaking shop, sheet metal shop, or weldingshop.

Mobile Shop. A mobile shop is one that is builton a truck or trailer so that it can he taken tovarious schools. The mobile unit is equippedso that thc pupils in each of the schools inthe area served can be given appropriate in-dustrial arts experiences..

RELATIONSHIPS OF INDUSTRIAL ARTS TO THETOTAL PROGRAM OF EDUCATION

Industrial arts education has many factors incommon with other subject fields, such as content,principles, academic skills, knowledges, and atti-tudeF. The following examples list some typicalrelationships.

Relationship of industrial arts to fine arts: Stu-dents apply knowledge of materials and tool pro-cesses to design. Thc adapting and combining ofdesign elements in projects is encouraged. Abilityis developed to recognize and appreciate good de-

sign and construction. Opportunities are providedfor creative activity. Acquired technical skills areapplied to design and construction problems in thefine and dramatic arts.

Relationship of industrial arts to health andrecreation: Students develop safety attitudes for

home, community, and industry. Personal hygieneis practiced Students learn to build recreationalequipment. The therapeutic values of workingwith tools and materials as hobby and recreationalactivities are emphasized.

Relationship of industrial arts to language arts:Students utilize oral and written communicationin school shop activities. Vocabulary is increasedand enriched through the understanding and useof industrial terms. Special language skills aredeveloped by writing technical reports, specifica-tions, material orders, and by using handbooks,catalogues, books, and reference materials.

Relationship of industrial arts to mathematics:Students make extensive use of measuring pro-cesses. Accuracy and computational skills aredeveloped. A wide range of experiences is provided

1 4

in the use of symbols and formulas. Computationsare an integral part of many processes and jobs.Concepts of tolerance are developed. Skills areacquired in thc estimating and judging of size,quantity, and fit.

Relationship of industrial arts to science: Stu-dents are given opportunities for research, investi-gation, and experimentation. The scientific methodis used in solving problems in the school shop.Mechanical skills are developed which are neces-sary in the construction of equipment for scientificexperimentation.

Relationship of industrial arts to social studies:Students practice democracy in establishing pro-cedures for shop management. Effective humanrelations are developed by student participation inshop management, by working together, and bysharing tools and facilities. EMphasis is placed onconservation when studying human and physicalresources. Industrial materials and productionmethods are studied. A knowledge of history, geog-raphy, and economics is gained through the studyof industry.

Relationship of industrial arts to vocational edu-cation: Students obtain information concerningrequirements of occupations and discover voca-tional interests and aptitudes. Technical knowl-edge is applied to the sOlution of typical industrialproblems. Tool and machine skills and accuracyare developed. Mass production, planning, andmanufactuirng techniques are used. Advancedstudents have an opportunity for some concentra-tion in an industrial occupation.

7

Section II

PROGRAM OF INDUSTRIAL ARTS IN CALIFORNIA

An introduction to industrial arts education on thc elementary school, junior high school, high school,and college lcvels as well as industrial arts for special purposes is provided in the first part of this section.The overview of the total program of industrial arts is followed by a presentation of factors to be consideredin planning an industrial arts program for a particular school. This unit on planning contains recommen-dations regarding thc number and types of shops and the instruction that may be provided for differentgrade levels according to school enrollment.

TOTAL PROGRAM OF INDUSTRIAL ARTS EDUCATION

In the following material an overview of the total program of industrial arts education from .the kinder-garten through higher education is given. This material is divided into five units which briefly discussindustrial arts education on the elementary school level (kindergarten through grade six), on the juniorhigh school level (grades seven and eight of elementary schools and grades seven, eight, and nine ofjunior high schools), on the high school level (four-year high schools and senior high schools), on thecollege level (four-year colleges and two-yeor junior colleges), and industrial arts education for specialpurposes.

Industrial Arts Education on theElementary School Level

(Kindergarten through Grade Six)Industrial, arts is an integral phase of the total

program of education offered by elementaryschools, for it is designed to further all the pro-grams' objectives and to enrich the experiencespupils have in attaining the objectives. Well-planned industrial arts activities in the elementaryschools, kindergarten through grade six, providerich opportunities for pupils (1) to acquire knowl-edge of materials and of industrial processes; (2)to learn how to project thcir ideas through plansand how to use plans in completing projects; (3)to develop habits of using tools correctly andsafely; (4) to become increasingly proficientworkers as individuals and as members of theirgroups; and (5) to develop wholesome attitudes.

Industrial arts activities in the elementaryschools place emphasis upon the planning and con-struction that is required in meeting needs thatarise as pupils participate in social studies andscience. Instruction is carried forward so as tostrengthen pupils interest in .attaining their ob-jectives. This is, in part, accomplished by makingit possible for pupils to enjoy the satisfaction ofactually producing certain of the objects whichthey have previously only been able to visualize.

8

In doing the required work the pupils make prac-tical use of certain skills they have acquired inother phases of the instructional program, acquirenew skills, sharpcn their ability to visualize, and inmany othcr ways become increasingly proficient asindividuals and as members of the groups to whichthey belong.

The classroom teacher has responsibility for con-ducting the elementary school industrial arts pro-gram. In assuming this responsibility, the teachermust always take pupils' interests, needs, and abil-ities into consideration. The teacher must thenmake such provisions in thc program as are re-quired by the differences that exist. These provi-sions will be designed to meet both individual andgroup requirements.

Industrial arts activities will do the following:

Strengthen pupils understanding of socialstudies and science

Enrich pupils experiences

Encourage further study and new interests

Create opportunity for functional use oflanouaoe and arithmetic skillsb

Provide opportunities for pqpils tophysical co-ordination and wholesometional and social growth

developemo-

15

Promote the safe use of tools and *develop adesirable attitude toward safety in the school

and home

Offer wholesome outlets for creating and,making objects

Bring about an appreciation of the dignity oflabor and the skill involved in craftsmanship

Provide opportunities to work co-operatively

The ability to use materials well, to create with

his hands, and to achieve success gives to the child

a feeling of satisfaction that he may never experi-

ence in other phases of the instructional program.The personal satisfaction of work done to the bestof his ability and evaluated carefully often leads tothe improvement of the general work habits andstandards of the individual.

Industrial Arts Education on theJunior High School Level

(Grades Seven and Eight of ElementarySchools and Grades Seven, Eight, and

Nine of Junior High Schools)Grades seven, eight, and nine form a transitional

period between the elementary school and the high

school. In the seventh grade the pupil encountersperhaps for the first time more than one classroomteacher. This change is an important step in the

Tools are easily brought to work areaswithin the classroom when stored in port-able tool carts.

educational life of boys and girls. Industrial arts isusually offered as a separate subject in a shop

taught by an instructor with specialized training.Industrial arts is an integral part of the total edu-

cational program. The increasing complexity of ourindustrial economy and the increasing amount ofmechanization en_auntered in almost every phaseof our daily living make it essential that industrialarts experiences be regarded as basic and funda-mental for all youth.

Pupils in the junior high school industrial arts

program are guided through a series of exploratoryexperiences. A complete program should includeindustrial drawing, general wood, general metal,electricity, handicrafts, and graphic arts. In a largeschool each of these may be taught in separateshops. These shops are called limited general shops

as they provide facilities for 2xperiences in a num-ber of closely allied activities in a single industrial

arts subject area. For example, a limited generalmetal shop includes bench metal, machine shoppractice, sheet metal, metal casting, art metal,welding, and forging. In schools with a small en-rollment these industrial arts areas may be taughtin a comprehensive general shop. A comprehensivegeneral shop includes activities in two or morebroad areas such as industrial drawing, generalwood, general metal, and electricity.

Special emphasis and attention are given ingrades seven, eight, and nine to helping students

Many industrial arts activities at the ele-

. mentary school level are correlated withsocial studies.

9

16

discover their aptitudes, abilities, and interests.This program develops manipulative skills and pro-vides opportunity for creative activities through theconstruction of worth-while projects. The shopproject is the vehicle for teaching thc practical ap-plication of mathematics, science, social studies,language arts, and conservation. Safe practices inthe use and care of supplies, tools, and equipmentare emphasized. An understanding of the indus-trial world is developed. Abilities in performingsimple home repairs and wisdom in selectingindustrial products and services are stressed. Indus-trial arts education seeks to build a degree of pro-ficiency in a wide variety of basic mechanical skillsand provides constructive guidance in appraisal ofpersonal abilities and aptitudes.

Two to six semesters may be used for exploratorycourses. In large schools where several shops areavailable, opportunities should be provided for stu-dents to spend from a half semester to a fullsemester in each of the shops. After the student hasgained a broad background in the available instruc-tional areas he then may elect industrial artscourses that extend his experiences by gaining fur-ther skill and related information. In the smallschool, where a comprehensive general shop is

Hand tools are introducedin beginning general woodcourses.

used, a student should be given a variety of experi-ences in a single shop.

Industrial Arts Education on theHigh School Level

(The four-year high school and thesenior high school)

In the high schools, students have progressed toan age where they are interested in and need ex-periences considerably more extensive and complexthan those provided in previous industrial artsclasses. A high degree of accuracy and effective useof exact measurements are stimulated by the con-struction of more complex projects. Students in thehigh school industrial arts program may have com-pleted the basic courses offered at thc junior highschool level..If they have not had this opportunitythe senior high school program should provide forthese basic courses.

All students, regardless of their occupationalgoal, can receive many worth-while educational ex-

periences from industrial arts. The avocational op-portunities, the construction activities necessaryaround the home, the consumer information aboutproducts of industry, and the skill in the use oftools and materials are all necessary.

Certain power tools areprovided in seventh andeighth grade courses.

Electricity courses includean application of the ele-ments of radio.

10

17

Well-designed racks simplify storage of

tools and materials.

In high school the student is encouraged to pur-

sue the interests stimulated by his exploratorycourses and to take further work in as many indus-

trial arts areas as possible. In grades eleven andtwelve the broad exploration of the basic industrial

arts courses tends to become more concentrated ina particular area. Thus, the exploratory and occu-

pational orientation values inherent in industrialarts become more specific in the advanced courses.

High school courses include auto mechanics,

drafting, electricity-radio (electronics), graphicarts, handicrafts, general metal, photography, andgeneral wood. In a large school, as at junior highschool level, each of these areas may be taught in

a separate shop called a limited general shop. Insmall schools a single shop called a comprehensivegeneral shop may be used to provide a similar pro-

gram.The more advanced techniques developed in the

high school shops more nearly approach the proce-

dures used in industry. At this level more stress is

given to occupational practices and information re-lating to the specifk industrial arts subject area. In

this way advanced industrial arts work is effective

Industrial arts teachers stress good de-sign and craftsmanship.

vocational guidance, and to some students it pro-vides experiences necessary in a chosen occupation.

High school industrial arts offers opportunitiesfor creative work which involves an undersTandingof the principles of design, an application of or-derly planning, good judgment in the selection and

use of materials, and skill in the use of tools andmachines. The high school student is already apurchaser and is interested in specific consumer in-

formation that is inherent in the industrial arts pro-

gram. Through this program the student acquiresinformation that will make him a contributingmember of our society and information necessaryto recognize good craftsmanship and well-designedcommercial products.

Industrial Arts Education on theCollege Level

(The four year college and the twoyear junior college)

The industrial arts program at the college levelhas three basic functions: (1) providing broad gen-eral education courses for all college students, (2)offering specific service courses to meet the require-

18

11

ments of other college majors and, (3) preparingindustrial arts teachers. Just as industrial arts is animportant part of the general education for elemen-tary, junior and senior high school students, so is itimportant for college students. For many, this willbe their first industrial arts experience. With thisin mind, courses are offered and made available forany and all students.

Departments other than industrial arts often re-quire industrial arts courses as part of a major.These service courses are usually requested by thedepartment concerned for a special purpose andare set up specifically to meet these needs.

Industrial arts courses at the junior college levelmay be offered to meet the same functions as thoseincluded in the four-year college. The teacherpreparation program will, by necessity, be limitedto those activities considered appropriate for thefirst two years of college. Both the general educa-tion courses and the E2 r v ice courses of the juniorcollege program may be quite similar to the offer-ings of the four-year college.

In the preparation of teachers in institutionsoffering teacher education, basic understandings ofthe philosophy and objectives of all education firstmust be developed. Following these basic educationrequirements, the future industrial arts teacher de-velops an appreciation and understanding of theobjectives of the program by participating in indus-trial arts classes. Shop classes emphasize the techni-cal skills required in teaching. These skills includethe proper and safe use of hand and machine tools.Within the industrial arts curriculum, study of theindustrial world as well as an understanding of thematerials and processes of industry are necessary.College industrial arts departments provide andpractice sound methods of teaching and effectiveshop organization and management. Throughoutthe ent;re teacher preparation progeam the profes-sional responsibilities that are basic to education areencouraged. Good teaching is dependent upon aprofessional attitude and a willingness to partici-pate in all school activities.

Industrial Arts Education forSpecial Purposes

Industrial arts education is concerned with gen-eral education at the elementary, junior and seniorhigh school levels, and with general education and

12

teacher education at the college level. I I owever,there are a number of special programs where in-dustrial arts may serve addit i(ma I purposes

Industrial arts courses are designed to meet thedifferent interests and aptitudes of all students.lence, these courses provide for the individual

differences of the gifted student as well as the slowlearner. Gifted individuals should have educationalexperiences that give them insight regarding indus-trial progress and knowledge and skill which makesit possible for them to contribute to modern society.Opportunity should be provided for the gifted toenrich their educational experiences through par-ticipation in industrial arts classes. Gifted studentswho excel in manipulative as well as other learn-ings are in a position to make ingenious applicationof the skills and information acquired. For the slowlearner, educational experiences become increas-ingly meaningful as he participates in shop activi-ties in which emphasis is on learning by doing.Experiences in school shops deepen and extendunderstandings by providing for the practical appli-cation of mathematics, science, language arts, andsocial studies. Through participation in the indus-trial arts program the slow learner cx perien ces themorale building stimulus that comes with success-ful accomplishment.

Adult education offers opportunities for adults tocontinue their education on a post high school levelin basic skills desirable for adult living. The adulteducation program in industrial arts provides in-struction in skills that will assist them in develop-ing worth-while avocational interests, in organizinghome workshops, in making useful household arti-cles, and in discovering personal interests and apti-tudes. These industrial arts courses are oftensimilar to those offered on the high school level.

For the physically handicapped, industrial artsexperiences provide practical and effective motiva-tion as well as mental and manual therapy essentialto the rehabilitation of an individual. These experi-ences help teachers evaluate the degree of impair-ment and the extent of the individual's capacityfor social and economic activities.

Industrial arts activities have many recreationalvalues which are fundamental to programs in thearmed forces hobby shops, in out-of-school activ-ities, in youth work, and for adults before and afterretirement.

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PLANNING AN INDUSTRIAL ARTS PROGRAM

In planning an industrial arts program for a particular school consideration should be given to the poten-

tial enrollment of the school. The number and types of shops selected should provide for present needs and

future expansion. Attention should be given to the total anticipated enrollment in the shop program, the

enrollment in each phase of the program, and to the needs and abilities of the students that will be enrolled

in each arca of the program.Plans for the organizatim of industrial arts pmgrams according to grade levels and school enrollments

with recommended number and types of shops and the instruction that may be provided 'File first

organizational plan is for grades seven and eight of elementary schools and for grades scycn, eight, and

nine of junior high schools. The second plan is for four year and senior high schools. Each organizational

plan is arranged in three columns and each column has an appropriate heading.

The enrollment figures used in column one and the number of shops recommended in column two are

based on statewide averaoe enrollments in industrial arts courses and departments in the public schools of

California derived from the reports of secondary school principals, October, 1953. The types of shops and

the instruction that may be provided in these facilities are consistent with the findings of surveys of present

practices and standards appearing in Suggested Courses of Instruction in Imlustrial Arts for the Junior

High School Level, Suggested Courses of Instruction in Industrial Arts for the Senior High School Level,

and Guide for Planning and Equipping Industrial Arts Shops in California Schools.

The "Number and Types of Shops" listed in colunin two takes into consideration the long term purpose

of each shop and the limitations caused by multiple use of a shop. The third colunin, "Areas of Instruc-

tion," lists courses and elements of courses (activities) that may be offered in the facilities proposed in

column two.PLANS OF ORGANIZATION

RECOMMENDED NUMBER AND TYPES OF INDUSTRIAL ARTS SHOPS AND THE INSTRUCTION THAT MAY BE PROVIDED

FOR JUNIOR HIGH SCHOOLS AND GRADES SEVEN AND EIGHT OF ELEMENTARY SCHOOLS

ACCORDING TO SCHOOL ENROLLMENT

Total School Enrollment Number and Types of Shops

To 250

250-500

MO-750_

7C0-1,000

I ,000-1,250_ _

1,250-1,500.

ONE SIIOPIComprehensive general

TWO SHOPSIMetal2--IPood

THREE SHOPSIMetal2Wood3 --Industrial drawing

FOUR SHOPSIMetal2Wood3Industrial drawing4Eleciricity

FIVE SHOPSIMetal2Wood3Industrial drawing4Electricity5Graphic arts or Handicraft

SIX SHOPS.IMetal2Wood3Industrial drawing4Elect r ic ity5Graphic arts6-1!andicraft

Areas of Instruction

Activities or courses: Industrial drawing, electricity', general metal, and general

wood.

Courses: General metal and general wood.(Note: Activities or courses in industrial drawing would be provided in the

woodshop and activities or courses in electricity would be provided in themetal shop. Handicraft activities may be introduced in appropriate courses.)

Courses: Industrial drawing, general metal, and genera: wood.

(Note: Activities or courses in electricity would be provided in the metal shop.Appropriate graphic arts activities may be introduced to the industrialdrawing courses. Handirraft activities may be introduced in appropriatecourses.)

Courses: Industrial drawing, electricity, general metal, and general wood.

(Note: Appropriate graphic arts activities may be introduced in the industrialdrawing courses. Handicraft activities may be introduced in appropriatecourses.)

Courses: Industrial drawing, electricity, graphic arts or handicrafts, general

metal, and general wood.(Note: If courses are provided in graphic arts, handicraft activities may be

introduced in appropriate courses. If courses are provided in handicrafts,appropriate graphic arts activities may be introduced in the industrialdrawing courses.)

Courses: Industrial drawing, electricity, graphic arts, handicrafts, general

metal. and general wood.

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RECOMMENDED NUMBER AND TYPES OF INDUSTRIAL ARTS SHOPS AND THE INSTRUCTION THAT MAY BE PROVIDEDFOR FOUR-YEAR AND SENIOR HIGH SCHOOLS ACCORDING TO SCHOOL ENROLLMENT

Total School Enrollment

To 250

250-500...

750-1,000

1,000-1,250

1,250-1,500

1,500-1,750 _

1,750-2,000

-

Number and Types of Shops

ONE SHOP1Comprehensive general

MO SI-10PS

2Wood

H REE SHOPS1Metal2-1Voo(l3Auto

FOUR SI-10PS1--Metal2Wood3Auto4Drafting

FIVE SHOPS1Metal2IVood3Auto4Drafting5Electricity-radio

SIX SHOPS1Metal2ll'ood3Auto4Drafting5Electricity-radio6Graphic arts

SEVEN SHOPS

2-1Food3Auto4Drafting5Electricity-radio6Graphic arts7-11an(licraft

EIGHT SHOPS1A/etal2Wood3-4 uto4Drafting5Electricity-radio6Graphic arts7-1Iandicraft8Mwtography or a duplica-

tion of one of the othershops.)

Areas of Instruction

Activities or courses: Drafting, dectricity-radio (electronics), general metal,and general wood.

Courses: Drafting, general metal, and general wood.(Note: Drafting cunirses would be provided in a shop classrooin, a multi-

purpose classroom, or the wood shop. Activities or courses in electricity-radio (electronics) inay be provided in the metal shop.)

Courses: .luto mechanics, drafting, general metal, and general wood.(Note: Drafting courses would be provided in a shop classroom, a multi-

purpose classroom, or the wood shop. Activities or courses in _electric ity-radio (electronics) may be provided in the metal shop.)

Courses: Auto mechanics, drafting, general metal, and general wood.(Note: Activities or courses in electricity-radio (electronics) may be provided

in the metal shop. Activities or courses in graphic arts may be providedin drafting room.)

Courses: Auto tnechanics, drafting, electricity-radio (electronics), general metal,and general wood.

(Note: Activities or courses in graphic arts inay be provided in drafthig

Courses: Auto mechanics, drafting, electricity-radio (electronics), graphic arts,general metal, and general wood.

(Note: Activities or courses in photography may be provided in the graphicarts shop.)

Courses: Auto mechanics, drafting, electricity-radio (dectronics), graphic arts,handicrafts, general nietal, and general wood

(Note: Activities or courses in photography may be provided in the graphicarts sImp.)

Courses: Auto mechanics, drafting, eleciricity-radio (dectronics), graphic arts,handicrafts, general metal, photography, and general wood.

(Note: If photography is provided for elsewhere in the curriculum, additionalcourses may be provided in any of the above areas.)

If the enrollment for a school exceeds the largest total enrollment appearing in colurnn one of eitherpreceding organizational plan, a duplication of shops could be made according to demand. At the highschool level basic and advanced shops could be provided in areas of industrial arts where the need exists.

PATTERN OF COURSES

In planning a pattern of industrial arts courses for a particular school, reference should be made to thedescription of courses and instructional units appropriate for the grade level. Level I, II, III, IV coursesare described in Section IV of this publication. Instructional units for each level appear in SuggestedCourses of Instruction in Industrial Arts for the Junior High School Level and Suggested Courses ofInstruction in Industrial Arts for the Senior High School Level.

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Regardless of the type of school organization, a part of the following suggestions concerning industrial

arts courses can be used to advantage.In a junior high school or grades seven and eight of an elementary school two to four semesters may be

used for exploratory courses. Usually, only Level I exploratory courses in industrial arts are required.In this phase of the program, a half to a full semester would be devoted to each exploratory (Level I)coursc. The remainder of. the time devoted to industrial arts is set aside for students to participate in elec-

tive basic (Level II) courses. When a student has completed two semesters of work at Level II in a par-ticular area of industrial arts he should enroll in a different area.

In four-year and senior high schools, Level II basic courses should be available to all students. TheLevel II basic courses should be available in the high school in order to enable a student who has takenno basic courses or taken basic courses in a limited number of areas to get experience in additional indus-

trial arts subject areas. A Level II course in a particular area is prerequisite to a Level III course in the same

area, likewise, a Level III course is prerequisite to a Level IV course.

SUGGESTED INDUSTRIAL ARTS COURSES FOR GRADES SEVEN THROUGH TWELVE

Level I

Level II

Level III

Level IV 111

Advanced CoursesElec-tive: Offer special advancedwork in a single industrialarts area. Prerequisite: LevelIII work in the same area.

Intermediate CoursesElectiVe: Offer moreadvanced experiences in a single industrialarts arca. Intermediate courses in several areasshoukl be provided. Basic work in the samearea should be a prerequisite. .

Basic CoursesElective: Offer introductory experiences in a single industrial

arts area in a limited general shop or by assignment to a specific industrial artsarea in a comprehensive general shop. Basic courses in several areas should beprovided. (Normally a student would cover several industrial arts areas rather

than concentrate on one area.)

Exploratory CaursesRequire'd: Offer ex-periences in a wide range of industrial artsareas in a number of limited general shops orin a comprehensive general shop. At kast oneyear of exploratory work should be required.

Grade Seven Grade Eight Grade Nine Grade Ten Grade Eleven Grade Twelve

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15

Section III

INDUSTRIAL ARTS IN THE ELEMENTARY SCHOOL

Industrial arts on the elementary school level is concerned with educating boys and girls to live in atechnological society. Children today live in a civilization that has surrounded itself with industrial prod-ucts and mechanical devices which must be understood and used. As children engage in studies and activi-ties that help them to understand the world in which they live, they learn the social functions and humanactivities in which men and women engage to meet their basic needs. Elementary school industrialarts activities place emphasis on resources in man's environment and the techniques man has used to culti-vate and change resources so as to increase their value to him.

Industrial arts makes a distinct contribution tothe elementary school program through its ownsubject content, methods, and techniques. Partici-pation in industrial arts activities helps individualsto clarify the concepts they have encountered insocial studies, language arts, science, arithmetic,and other areas of learning. The interest developedwhile participating in the various activities in theproaram motivates children to acquire knowledgeancr skills in other instructional areas. The basiccontent of industrial arts relates to the highly in-dustrial society of today. It is the comparison of theprocesses which man previously used in meetinghis basic needs with those now being used thatassists individuals to develop appreciation of man'singenuity and "know-how" and to extend their un-derstanding of the meaning of progress. Learningfundamental skills, participating in social studies,playing, pursuing one's interests, and exploringone's environment provide many opportunities forthe use of industrial arts. It is important that chil-dren participate in industrial arts activities, for suchparticipation carries both varied and rich rewards.Participation in industrial arts activities helps chil-dren in the following ways:

Deepen their understanding of the content ofother subject fields

Enjoy the advantages of enrichment activities

Develop new interests and pursue the studiesrequired to meet their interests

Benefit from opportunity for functional useof language and arithmetic skills

Develop physical co-ordination and safetypractices

16

Work together co-operatively and grow soci-ably

Experience creative outlets

Experience emotional growth through satis-faction found in planning and creating

Develop appreciation for the dignity of labor,the skill of craftsmen, and the problems of in-dustrial society

The basic steps involved in a good industrial artsprogram conducted by a classroom teacher in anelementary school follow:

Make a list of objectives and desirable out-comes

Develop the plan of instruction

Plan industrial arts activities which meet theneeds and abilities of the pupil group

Plan and assemble materials (supplies, tools,and equipment)

Provi& for the motivation of interest in thepupil group

Schedule periods of industrial arts activities(tool identification, teacher demonstration oftool use, teacher observation of pupil activity,and direct teacher assistance on-the-spot)

Plan activity with the class as to pupil &riesduring the activity period (obtaining andsharing tools and materials, worldng together,and cleaning up)

Evaluate the pupils' progress in terms of in-dustrial arts activities and pupil experiences

2 3

INDUSTRIAL ARTS IN THE PRIMARY GRADES(Kindergarten and Grades One and Two)

Children's experiences in the area of the indus-

trial arts begin when their awareness of the physi-cal environment begins to develop. This usually

occurs early in their lives, for both their comfortsand discomforts are generally caused by their en-

vironments.The every-day manipulative experiences of the

small child form a foundation on which the pri-

mary teacher introduces manipulative experiences

that are planned to help the child understand theworld in which he lives. The strong individualistictendencies of the preschool child are modified by

working and sharing witb other children.The teacher plans so that the children have time

for industrial arts experiences, provides for children

to share activities involving industrial processes,maintains a functional work area, and helps chil-dren to learn how to use the following tools andequipment safely and correctly:

hand drillsaw brace and bit

half-round (cabinet) filewater-base paintbrushestry squarekeyhole or compass sawfile card

hammercross-cut panelback sawC-clampsafety blocksawhorsetool cartmiter boxblunt scissors

Certain industrial arts activities in ele-mentaiy schools are correlated withscience.

Safe practices are stressed in activities such as

those that follow: clamping wood to a sawhorse,using and storing tools, keeping hands away fromthe cutting edges of tools, keeping the work areaclean, carrying tools and materials, starting sawcuts with a safety block, and keeping tools in a safe

place such a under sawhorse during construction

activity.Emphasis, is placed on the importance of sharing

ideas and equipMent in activitids of the type thatfollow: solving problems; planning and workingwith a purpose; contributing thiough participationin group projects; giving and accepting suggestions;thinking before doing; being self-critical; working

with others as helper and leader; and cleaning upand storing tools, materials, and projects. Theteacher stresses the wise use of time and materials;builds concepts of good workmanship; plans expe-

riences that satisfy children's desire to create andmanipulate tools and materials; provides applica-

tions for simple measurements; develops under-standing of the importance of specialized workers

in the community; and clarifies concepts of home,school, and community through industrial arts ex-

periences.The teacher motivates children by showing re-

lated illustrations which include slides and motion

industrial arts experiences are a part ofclassroom activities in elementarY schools.

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pictures, reading stories, directing children's ob-servations of objects, providing a work area withnecessary tools and materials, asking appropriate

questions about experiences, drawing on children'spersonal interests, and showing appreciation for

children's efforts.

INDUSTRIAL ARTS IN THE MIDDLE GRADES(Grades Three and Four)

Industrial arts experiences in the middle gradesgradually develop children's skills and knowledgeand stress the importance of working together.Children at this grade level begin to establish logi-cal patterns of thinking, accept increasing responsi-bilities, learn and use social skills with increasingproficiency, expect and accept reasonable appraisalof their work, demonstrate a deepening of interests,and develop standards of workmanship commensu-rate with their abilities. Industrial arts experiencesand understandings at this level are more meaning-ful when obtained through participation in theactivities of a lifelike environment.

The teacher plans industrial arts activities to pro-vide learning experiences that meet individualneeds and help individuals to clarify concepts.Through participation in the activities, childrenlearn how to use the following tools and equip-ment safely and correctly:

Production line methods are used tofurther understanding of industrial tech-niques.

hammercross-cut panel sawback sawkeyhole or compass sawcoping sawC-clampsafety blocksawhorsetool cartmiter boxhand drillbrace and bithalf-round (cabinet) file

rattail (round) filetriangular (slim taper) filefile cardtry squarerulerwater-base paintbrushesscissorstin snipsside-cutting pliersmill fileportable vise

Safe practices are stressed in activities such asusing and storing tools, carrying tools and mate-rials, using files, and cutting materials.

Emphasis is placed on the importance of sharingideas and equipment; solving problems; workingwith a purpose; giving and accepting suggestions;being self critical; working with others as helper

Elementary school pupils engage in con-struction activities.

1 8

25

and leader; thinking before doing; planning andworking to a purpose with each child utilizing hismaximum ability; contributing to the welfare of

the group; evaluating individual and group effort;cleaning up and storing tools, materials, and proj-ects. Thc teacher encourages children to rec-

ognize their interests, abilities, and limitations;develops an awareness of beauty and form as ex-pressed in nature and man-made objects; and sug-gests industrial arts activities that create interest inexploring areas of science, solving problems inarithmetic, making simple research studies, using

the language arts, and understanding thc impor-tance of industrial practices in our democracy.

The teacher develops understanding of how newproducts affect society; stresses the wise use of timeand materials; stimulates understandings of causeand effect, social interdependence, and thc dignityof labor; stresses a use of skills and resources; intro-duces situations requiring the practice of good citi-zenship skills; provides industrial arts experiencesthat will interpret the growth and development ofthe community in which the pupils live and of thestate of California.

INDUSTRIAL ARTS IN THE UPPER GRADES(Grades Five and Six)

Children at this grade level give evidence of in-creased interest in participating in crafts, settingpersonal goals, making plans, and obtaining groupapproval. They show ability to generalize, to thinkcritically, and to work with the group on projectswhich require co-operative thought and action. Atthis level the teacher and the class may need toconstruct articles for purposes other than for fur-thering social studies, science, or other subjectareas. For example, articles may be made forMother's Day, Father's Day, Christmas, and forother special purposes.

The teacher, in order to develop learning experi-ences, plans and provides time for industrial artsexperiences that meet individuals' needs and helpthem to clarify certain concepts, provides activitiesrelated to industrial processes, provides a functionalwork area, and provides opportunities for childrento become increasingly proficient in using the fol-lowing tools and equipment:

hammercross-cut panel sawback sawkeyhole or compass sawcoping sawC-clampsafety blocksawhorsetool cartmiter boxhand drill

brace and bithalf-round (cabinet) filerattail (round) filemill filetriangular (slim taper) filetile cardtin snipsside-cutting pliersportable visescrewdriverblock plane

Safe practices are stressed in activities such asusing and storing tools, carrying tools and mate-

26

rials, working together in groups, and using finish-ing materials.

An emphasis is placed on the importance ofplanning and working to a purpose with maximumability; contributing to thc welfare of the group;evaluating individual and group effort; and clean-ing up and storing tools, materials, and projects.The teacher emphasizes the conservation of re-sources in relation to the present and future econ-omy of our nation; suggests industrial arts experi-ences that create interest in exploring areas ofscience, solving problems in arithmetic, makingsimple research studies, using the language arts,adopting leisure-time activities, and contributing toclass and school welfare; encourages the develop-ment of a sense of pride in individual accomplish-ment; clarifies concepts of job needs in industry;builds understanding of the importance of havingpeople perform work for which they are suited.

The teacher provides opportunities for pupils toparticipate in industrial arts activities in which theycan meet their .immediate intellectual, social, andemotional needs; develop awareness of utility anddesign; develop understanding of the efficiency ofindustrial practices and production; use initiative,experiment, and express creativeness; and developappreciation of modern technology through use ofnew materials and processes. The teacher evaluatesthe accomplishment of the pupils in meeting theirneeds through industrial arts activities and providesindustrial arts experiences that will help to inter-pret our nation and the importance of our neigh-bors in the Western Hemisphere.

19

Section IV

GENERAL DESCRIPTION OF COURSES ACCORDING TO LEVELSTHAT MAY BE PROVIDED IN THE INDUSTRIAL ARTS

PROGRAM IN GRADES SEVEN THROUGH TWELVE

This section contains general descriptions of courses for the four levels and are applicable to each areaof industrial arts. These four arc identified as Level I, Exploratory; Level II, Basic; Level III, Intermediate;and Level IV, Advanced. Level 1 and Level II courses may be provided in grades seven, eight, and nineof junior high schools and grades seven and eight of elementary schools. Basic, Level II courses alongwith Level III and Level IV courses may bc provided in four-year and senior high schools.

Reference should be made to the suggested pattern of courses appearing in Section II of this bulletin.Additional information concerning instructional units for Levels I and II appear in Suggested Courses ofInstruction in. Industrial Arts for the junior High School Level and for Levels III and IV in SuauestedCourses of Instruction in Industrial Arts for the Senior High Sc lzool Level. These bulletins provide theteacher with examples of typical instructional activities which may be used as a basis for the developmentof an industrial arts course. Certain factors that may limit the scope and pattern of courses of a particularindustrial arts program are (1) the size of the school; (2) the physical facilities available; and M theamount of time devoted to each course.

INSTRUCTIONAL AREAS OF INDUSTRIAL ARTS AND THEIR MAJOR SUBAREAS

Auto MechanicsEngine, power train, chassis, electrical systems, fuel systems, body and accessories

Drafting, Industrial DrawingTechnical sketching; machine; architectural; furniture; sheet metal; electrical, electronic; tool design;aircraft, reproduction of drawings

Electricity-Radio, ElectronicsElectricity, magnetism, light, heat, circuits, communications, control devices, testing, measure-ments

Graphic ArtsPhotography, silk screen, block cutting, composition, presswork, binding, intaglio, thermographicprinting, lithography, rubber stamp making

HandicraftsPlastics, leather, ceramics, metal, lapidary, jewelry, enameling, carving, models

Metal (General)Sheet metal, art metal, welding, bench metal, forging, casting, machining, heat treating

PhotographyCamera techniques, negatives, contact and projection prints, darkroom procedures

Wood (General)Bench and machine cabinetmaking, elementary carpentry, wood finishing, patternmaking, woodturning, upholstery, synthetic materials

20

27

GENERAL DESCRIPTIONS OF COURSES ACCORDING TO LEVELS

LEVEL I, EXPLORATORY

Areas: Drawing (Industrial), Electricity, Graphic Arts,Handicrafts, Metal (General), and Wood (General)

An introduction to an instructional area of industrial arts is provided through a variety of experiencesand activities. The correct and safe use of a broad variety of tools and machines is emphasized. Certain

machines and operations are introduced by the instructor through the use of demonstrations. Pupils share

responsibilities for the organization and management of the shop. They are oriented in the relationship

of shop activities to the other subjects in the school curriculum. Attention is given to the selection, use,

and manufacture of materials of industry used in the instructional program. Pupils are introduced to the

importance of industry and its products as related to the home and community through pupil activities,

discussions, and instructor demonstrations. Technical, general, and occupational information is provided.

Interest in the instructional area is developed through projects having "boy appeal." Pupils make a num-

ber of useful articles involving a broad selection of, tools, materials, and processes. Experiences in plan-

ning, designing, and drawing are an integral part of the instructional program.

LEVEL II, BASICAreas: Drawing (Industrial), Electricity, Graphic Arts,

Handicrafts, Metal (General), and Wood (General)

The development of tool and machine skills in all major subareas of an instructional area of industrial

arts and the use of materials and processes are stressed. Emphasis is placed on developing safe work habits

in the shop and on the relationship of these safe practices to everyday living in school and community.

Students participate actively in the operation and management of the shop. Attention is given to the devel-

opment of skill, accuracy, craftsmanship, and judgment. Technical abilities and interests are discovered

and occupational information is provided. Shop activities correlated with class discussions, deimmstra-

tions, and study provide for the practical application of mathematics, science, and language arts. Students

have opportunity to select, design, plan, and make appropriate articles.

Wood turning is a subareaof a course in general wood.

Learning hand compositionis one of the introductorygraphic arts experiences.

Experiences in general metalcourses develop an interestin careers as engineers,technicians, or craftsmen.

t_pwiemsuot Ana:aimaar

2821

LEVEL III, INTERMEDIATE

Areas: Auto, Drafting, Electricity-Radio (Electronics),Graphic Arts, Handicrafts, Metal (General),Photography, and Wood (General)

Students acquire extensive knowledge and skills through the use of tools and machines and relatedinformation in all major subareas of an instructional area of industrial arts. Accuracy and neatness arestressed. Each subarea is specifically identified and students arc encouraged to select certain subareasfor emphasis. Special attention is given to the development of habits concerning safety, good working rela-tionships, and economical use of time and material. Opportunities to participate in activities involvingproduction methods and procecses are provided. Emphasis is placed on the practical application of mathe-matics, science, and language arts. Occupational guidance is an integral part of the instruction offered,

Students plan and design their projects, figure costs involved, and assist in ordering material.

LEVEL IV, ADVANCED

Areas: Auto, Drafting, Electricity-Radio (Electronics),Graphic Arts, Handicrafts, Metal (General),Photography, and Wood (General)

Students are encouraged to concentrate in a selected subarea or subareas. Emphasis is placed on theproject-problem approach in acquiring skill through the use of tools and machines and applying mathe-matics, science, and lanouage arts. Instruction in using, complex machines and equipment is provided.

The latest industrial tecriniques and materials are introduced. Students arc encouraged to design articksand to experiment with tools, materials, and processes of industry. Detailed information concerning therequirements of and opportunities in occupations related to the particular subareas is F.-ovided. Both indi-vidual and group projects are encouraged. The time involved in completing a job is repeatedly given atten-

tion. Methods of obtaining accuracy in quantity production are studied and used,

Instructional aids assist teachers of automechanics in explaining related techni-cal information.

Industrial arts drafting courses introduceengineering and architectural practices.

.401

22

.**A alitt4

401

Now

2 9

Section V

CHARACTERISTICS OF AN INDUSTRIAL ARTS PROGRAM

Certain important characteristics of an industrial arts program are described in this section. Thesecharacteristics include types of instructional procedures, safety practices, organization and managementmethods, guidance techniques, instructional aids, and project approaches.

INSTRUCTIONAL

The industrial arts shop is an activity and prob-lem-solving center that has an environment condu-cive to learning and facilities for providing instruc-tion for a variety of activities. The nature of theseactivities is such that various types of instructioncan be used to advantage. There is unlimited op-portunity for the development of individual, group,and class projects.

Good teaching depends upon the teacher know-

ing the experiential and educational backgroundsof each student, for it is upon the foundation laidby these that the teacher must plan to build. It alsodepends upon the teacher's knowledge of the pointin the program at which each lesson can be bestintroduced and the necessary motivation secured.The skill with which the teacher builds upon theappropriate foundations and introduces lessons atappropriate points in the proaram is reflected bythe eagerness with which students endeavor to at-tain the desired goals and in some measure by thesuccess they have in attaining the goals. In prepar-ing a lesson, the industrial arts teacher designs aplan to help students attain the desired goals. Thisplan provides for motivation, presentation, applica-

tion, and evaluation.In presenting a lesson the teacher follows his

lesson plan and thus makes sure that his presenta-tion is accurate and complete. He employs a varietyof interesting techniques and is constantly askingquestions to determine how well the students un-derstand his presentation. He uses this informationas a basis for determining wherein he must bolsterthe presentation and which points he will stress in

summary.Time must be allotted for studenB to apply what

they have learned. The time required for practicethat leads to mastery depends upon the student'seagerness to acquire the mastery, his background,his understanding, and his ability. The time re-

PROCEDURES

quired for mastery will be different for each stu-,dent. The teacher must observe the attempts ofstudents to apply the various aspects of the instruc-tion and assist them as need is noted by providingadditional instruction. The students should also betaught to use written instructions as supplementsto the teacher's presentation. The period devoted tomaking application of the instruction given for alesson is one of the most active ones for the teacher,for he must be available at all times to help eachstudent as he encounters difficulty.

The purpose of evaluation is to improve instruc-tion by helping both the students and the teacherto determine whether the objective of the instruc-tion has been achieved. Making the required evalu-ation is a vital step in successful teaching, for notuntil the results are checked can either the teacheror students be certain of the extent of the students'achievements. Evaluation also informs the teacherregarding the effectiveness of his instruction.

Methods of teaching most often used by indus-trial arts teachers are the demonstration, project,problem solving, experiment, lecture, and shoptalk.

Demonstration Method. The demonstrationmethod consists of showing processes; the use oftools, apparatus, and materials; the application ofprinciples of science and mechanics; and the func-tions of assembly or disassembly work. A successfuldemonstration depends to a large extent upon thestudent's interest in and need for the information,the teacher's skill in making the demonstration,and the environment of the instructional area.

A demonstration is given for a specific purposeat the time a certain operation or process is beingdiscussed. And a demonstration given by the shopteacher at the appropriate time is more valuablethan if the demonstration were given at a later timeand in a different setting.

23

Project Method. The project method of teach-ing involves the combined use of unit organizationand activity principles. In this method the situationis such that the learner needs to carry through acomplete actdecide the purpose, think throughthe project required for the purpose, take the neces-sary action to complete the project, and evaluatethe completed project in relation to the purpose,This method is significant to most industrial artsteachers, for its use results in the production ofsome object in the shop. This object is developedfor a purpose and is useful in completing the proj-ect; the learner has responsibility for directing andplanning his own activities and learning. Theproblems encountered in the course of the projectdevelopment are studied and solved by the student,However, the teacher is constantly available to

provide the guidance and other assistance that maybe needed.

Problem Method. The industrial arts shop pro-vides a fertile environment for the problem-solvingmethod of teaching. The purposes of this methodare fundamental to the everyday living in whicheach person meets and solves numerous problems.The function of problem solving in the school is toacquaint the student with the problem-solving pro-cedures and then assist him in evaluating such pro-cedures. In using the problem method for purposesof instruction, attention is centered on problemsthat are meaningful to the student. The teacherfunctions in an advisory capacity and as a co-

worker. Problem solving stimulates purposefulreflective thinking and encourages students to

appraise the solutions they formulate.

Instructional aids play an important rolein auto mechanics courses.

Lif.L.;4,.

The three elements involved are (1) a situationwhich presents a problem requiring solutions; (2)a goal or end concerning some aspect of the situa-tion for which no ready answer can be given, and(3) a desire or motive that stimulates an attempt tofind the answer.

Experimental Method. The experimentalmethod of teaching allows the student freedom todiscover how and what to do for himself. Experi-mental learning is learning through one's own ex-periences. It is a form of problem solving. It issearching for facts. The experimental method isuseful for students in advanced technical and me-chanical work. This method is sometimes referredto as the scientific method.

Lectnre Method. The lecture method may beused by the teacher in explaining a set of conch-dons quickly and briefly; bringing a body of factstogether in a concise, well organized form; or sum-marizing certain findings. At the beginning of aunit or a topic it is often necessary for the teacherto give spedfic directions. To meet such situations,teachers find the lecture method helpful.

Shop Talk. The shop talk is used by industrialarts teachers as a variation of the lecture method. Ashop talk should be short and especially designedto provide learners with a few key items of informa-tion or to emphasize points presented by some othermethod. It may be used to convey information to anumber of learners at the same time. Occasionallyit is a means of presenting information that is notreadily available to the students through othersources. The use of this method permits the teacherto make economical use of his time.

Teacher demonstrations introduce stu-

dents to new techniques.

GENERAL METAL

BENCH SHEE-METAL WETAt

FORGING FOUNORT

WELDING MACHINE

WTI

24

31

Architectural drawing and model mak-ing are included in drafting courses.

SAFETY

California is one of the few states in whichschool districts have legal responsibility for acci-dents that involve students while they are partici-pating in school activities to which they have beenlawfully assigned. This responsibility can be metby providing safe working conditions and instruc-tion appropriate for the type of work that studentsarc doing. School districts can protect themselvesby carrying liability insurance. However, a schooldistrict is liable only for accidents that happen as aresult of negligence on their own or their em-ployees' part.

Industrial arts teachers are urged for the protec-tion of their students, their own protection, and theprotection of the school district for which theywork to exercise every precaution to make certainthat students are not involved in accidents. Theseprecautions should include the elimination of un-reasonable physical hazards and appropriate in-struction in safe practices students can use in theirshop activities. Industrial arts teachers may wish

to carry personal liability insurance.Two important safety factors in an industrial

arts program are (1) the safe condition of the plantand equipment; and<2) the safe use of these facil-ities. Safe practices are emphasized through ex-plaining and demonstrating the correct, safe pro-cedure to follow in using tools and machines. The

Courses in industrial drawing providebasic machine drawing experiences.

teacher should explain how certain safe practicesof the shop relate to other daily activities of the stu-dent, both in and out of school. Instruction in in-dustrial arts courses should unite thc procedure tordoing a job with the rules of safety. By the verynature of his work, the industrial arts teacher canmake training in safety an integral part of everytask performed under his supervision. A plan inwhich safety instruction is geared to the activitiesand the correct use of the equipment in the indus-trial arts shop will do the following:

Help the student to work more efficiently

Cause the student to become aware of safetypractices that apply to his daily living in andout of school

Aid in protecting the teacher and school dis-trict from legal actions claiming negligence

Make it easier for the teacher to offer re-quired instruction in accident and fire pre-vention

A well-planned program of safety should includesafety instruction and a method of evaluating thestudents' understanding of this instruction. An in-dustrial arts safety test given to all students will dothe following.

22

25

Make it possible for the teacher to evaluatehis safety instruction

Cause each student to acknowledge his un-derstanding of the correct way to work in anenvironment of tools and machines

Furnish written proof that safety instructionhas been given

Information concerning safety instruction andtesting may be obtained from the bulletin SafetyInstniction in Industrial Arts Education, CaliforniaState Department of Education, 1955, and frompublications prepared by the offices of county su-perintendents of schools and local school districts.Additional information and assistance on safetymay be obtained from the National Safety Coun-cil and the Office of the State Fire Marshal.

ORGANIZATION AND MANAGEMENT

The industrial arts program provides many op-portunities for the use of organization and manage-ment practices. Organization of the shop is a re-sponsibility of the teacher provided, however, thathe %vorks co-operatively with the school administra-tion. This facet of the instructional program shouldinclude such items as the systematic planning ofthe physical plant, for effective instruction, the se-lection and purchase of equipment, the develop-ment of instructional procedures, the issuance oftools and .supplies, the maintenance of shop rec-ords, tbe operation of an adequate safety program,and the utilization of a personnel system basedupon student participation. Many of the objectivesof industrial arts, as stated in this bulletin, can beachieved through teacher-student participation insome type of shop organization and management.

This plan of shop organization includes the fol-lowing:

Student participation in shop managementprovides for the development of social skillsand the understanding of democratic proc-esses.

A clean, well-organized, conveniently ar-

ranged shop provides an effective learningenvironment.

Well-planned routine procedures within theshop require only a minimum amount of theteacher's time leaving a maximum amount ofhis time for instruction.

A well-organized instructional program pro-vides an adequate amount of shop activity aswell as related information and class discus-sion.

26

Shop safety is a part of the student personnelsystem. The conduct of the shop safety programthrough the student personnel system and its inte-gration in all shop activities provide for studentparticipation. The safety program should be out-lined and put into action on the first day of school.

The teacher should have his program well or-ganized and planned prior to the first day of classwith equipment, tools, and supplies ready for im-mediate use. The tools should be arranged in aneat, orderly manner in a convenient locationwithin the working area. They should be placedso that missing tools can be readily detected. Pro-vision should be made for a different student tocheck the tools at the beginning and end of eachperiod and to report his findings to the teacher.Projects and supplies should be stored to providefor easy access, checking, and distribution.

Good shop management in industrial arts in-volves student participation in the control .of theschool shop. The three main purposes of shop man-agement are to (1) train the student for leadershipand followership; (2) provide students with an op-portunity to explore industrial procedures; and(3) relieve the teacher of routine duties.

The personnel system must be organized so thatit provides opportunity for every member of theclass to participate. Each student must sense thatthe plan has a purpose and that he is important toits proper function.

There are many systems for the assignment ofstudent personnel and it is imperative that the oneselected be appropriate to the situation. Each as-signment must be specific and planned to providea certain learning experience. These assignmentsfor personnel should be posted.

3 3

-;'eL

Chart indicates shop cleanup assignments by benchrows.

A large model of a hammerwith a handle containingslip blocks is used to desig-

nate student responsibilities.

The student personnel system of shop manage-

ment should involve job assignments that are ro-

tated whenever the educational possibilities dimin-

ish. Typical responsibihties in which students may

assist the teacher follow:

Conducting the shop organization

Checking tools at the beginning and end of

each class

A section of a job assignmentdevice containing names ofstudents is changed eachperiod.

Inspecting work stations for orderliness

Issuing supplies during the class period

Operating the safety program

Checking finishing areas for orderliness

Conducting the shop library

Serving On clean-up detail

GUIDANCE

The industrial arts program is planned so that

students are constantly being helped to make theadjustments required by their growth and develop-

ment. Students are encouraged to share and towork together. Moral and spiritual values arc em-phasized in establishing desirable goals and in thedevelopment of character and personality. The in-dustrial arts program involves working with the in-

dividual. -Ile teacher thus becomes particularlyimportant in the orowth and development of theadolescent boy. T17e shop offers a suitable environ-

ment for the development of the attitude known

as "man to man.''In addition to the guidance responsibilities that

the industrial arts teacher has in common with

every classroom teacher, he has the added responsi-

bility for the technical and specialized counseling

of students and interpreting industry for teachers,

administrators, counselors, and students.The industrial arts teacher has responsibility of

helping students to discover their interests, deter-

mine their abilities, and obtain reliable educational

and vocational information. In junior high schoolsand in grades 7 and 8. of elemental)/ schools, anexploratory sequence of industrial arts experiencesprovides students with a wide range of activities in

working with tools, materials, and processes.

Through participation in this type of program in-

terests, abilities, and aptitudes are discovered.

These interests, abilities, and aptitudes are furtherdeveloped in the elective courses offered in the sec-

ondary schools. Advanced students in the high

34

27

school industrial arts program ae permitted to con-centrate in a selected area or areas. As studentsdevelop definite career interests in a specific area,the industrial arts teacher helps direct them towardacquiring manipulative skills, technical knowledge,and information concerning occupational require-ments.

It is particularly important that the industrialarts teacher alert students to the need for matchingtheir abilities to the various levels of career oppor-tunities. Students should learn about j.ob opportu-nities, job security, and training needs for the semi-skilled operator, skilled journeyman-craftsman,technician, as well as semiprofessional and profes-sional persons. Teachers should guide students sothat those with special abilities and interests in thefield of industrial arts might become industrial artsteachers.

Every industrial arts teacher should be ac-quainted with the (voeational) trade and industrialeducation program and be prepared to offer guid-ance to students concerning trade preparation. Heshould also be familiar with the apprenticeship pro-gram and with the basic laws applying to appren-ticeship.

Thc industrial arts teacher should be acquaintedwith the entrance requirements and %'ith the scope

A course in general metal includes ma-chine shop practice.

of thc junior college program. He should knowthat state colleges and universities have recognizedthe value of industrial arts education at the secon-dary level as a prerequisite to professional educa-tion on the college level by requiring or recom-mending certain industrial arts courses.

The industrial arts teacher should point out tostudents that experiences in industrial arts providea foundation for managerial and proprietorshipcareers.

Each industrial arts teacher must familiarizehimself with the standard tests of aptitude, intelli-gence, and personality. On many school staffs, theindustrial arts teacher can offer additional serviceby qualifying to administer specialized tests for de-termining mechanical aptitudes, finger dexterity,and spatial relationship.

Specific guidance should be given students forwhom the high school is terminal education to helpthem secure jobs in which they will succeed be-cause of their interests and abilities. Industrial artsteachers in California public high schools need tooffer specific information on the "how" and"where" of finding a job. Industrial arts teachersshould provide counselors with specialized help inall phases of occupational guidance for terminalstudents.

Students engage in a broad variety ofactivities in graphic arts courses.

28

35

Instructional aids used in industrial arts auto courses

INSTRUCTIONAL AIDS

Instructional aids assist in clarifying concepts,

enriching understandings, and motivating learn-ing. Their use, however, must be planned if thebest results are to be obtained.

Industrial arts teachers utilize instructional aids

to secure motivation and to further and deepen stu-dents' understandings. These aids are usuallygrouped for use according to whether they stimu-late perception through the ear, the eye, or a com-bination of both. Radio, transcriptions, and record-

ings are instructional aids that have auditoryimpact. Charts, drawings, bulletin board displays,and books have eye appeal. Sound motion pictures,field trips, and teacher demonstrations are teachingdevices which further students understandingsthrough audio-visual perception. Visual instruc-tional aids include motion picturcs (silent), filmstrips (silent), slides, pictures, charts, diagrams,blueprints and drawings, samples and objects,models, cutaways, mockups, bulletin board dis-

plays, exhibits and displays, procedure boards, text-

books, reference books, catalogues, pamphlets, andipstruction sheets (job sheets, operation sheets, in-formation sheets, and assignment sheets).

Motion pictures (sound), filmstrips (sound),field trips, demonstrations, chalkboard presenta-tions, and flannel board presentations may be used

in the instruction as means of getting students toutilize all their senses whenever the learning situa-tion permits.

Skillful demonstration of processes, operations,and tool techniques have long been recognized assome of the best instructional aids. Good industrialarts teachers have also utilized along with their

shop talks the chalkboard, flannel board, and otherdevices to make certain points clear and under-standable. The use of instructional aids providesthe motivation to learning that is usually missingwhen the teacher-lecture method is employed asthe method of presentation.

3G

29

PROJECTS

The term "project" has different meanings de-pending upon the subject field and grade level inwhich it is used. In industrial arts, projects includethe, work of planning and constructing objects or

.

that of performing jobs in the school shops. Theyare the vehicles of learning that involve experi-menting, planning, designing, and problem solv-ing; applying mathematics, science, and languagearts; using hand and machine skills; and under-standing of tools, materials, and processes of in-dustry.

In the selection and evaluation of a project thefollowing criteria should be applied:

Meets individual studcnt interest and need

Lends itself to the attainment of accepted in-dustrial arts objectives

Introduces to the student new skills and proc-esses and gives an opportunity to review those

previously acquired

Requires material which is reasonable in costwhen compared with the value of the com-plete(l object

Is properly designed and constructed forfunctional use

Presents a problem for the student that is

within his ability to solve

Projects in industrial arts are usually I) re-quired and assigned by the teacher; (2) selected bythe students on a limited choice basis; or (3) se-lected by the students on a guided choice basis.

The practice of having required projects for allstudents is most commonly employed in beginningclasses where students learn basic operations andprocesses. Once students know these, the mostcommon practice is to permit students to selecttheir projects from a limited number of projectsthat have common elements or on a guided choicebasis from a wider number of projects. Such freechoice usually results in students being vitally in-

30

terested in completing the projects they choose.Reaardless of the basis used to determine students'projects, the students should proceed logically inplanning their projects, in constructing the objectsinvolved, and in evaluating the effectiveness withwhich the project is completed.

Designing is an important phase of the planningprocess. Where the project is assigned, the problemis one of reproducing a design. Where there is alimited choice, the student may have the opportu-nity of modifying the design to suit his likes orneeds. Where there is a guided choice of projectselection, the student may duplicate or modify adesign or he may originate a design. This is accord-ing to industrial practice.

Suggestions regarding the steps that studentsshould take in completing projects follow:

Discuss the project selected with his parentsand his instructor, this discussion to includeitems such as the object's utility, design, ma-terial, and cost.

Do elementary research regarding design andmaterials in books, magazines, and cataloguesfound in the school shop and in the library.Visit stores and shops where he may pickup suggestions for design, materials, andconstruction.

Make a sketch followed by a working draw-ing complete with dimensions and all neces-sary details.

Check off the stock bill from his drawing,order and figure the cost of material needed,and lay out full size all parts.

Construct the project.

Evaluate the completed project co-operativelywith his instructor. This evaluatioil is of boththe procedures and product. Consideration isgiven to the design, proportions, construc-tion, and finish of the object constructed.

3 7

Section VI

PROFESSIONAL GROWTH

Professional growth, for purposes of education, is the progressive development of an individual or a

group in the teaching profession.Professional growth is more than the mere upgrading of the profession. It, is an attitude of its mem-

bers regarding their opportunity to contribute to the over-all status of the profession. Professional growth

involves the critical and introspective attitude of the individual teacher toward self-improvement. It is

a concern of the individual for group growth, morale, and discipline; and conversely it is the group's con-

cern for the individual's growth, morale, and discipline.

It is the responsibility of the profession to assurethat its members gain and retain a desirable atti-tude toward continuous orowth and developmentOf individuals in the proft'ession.

Industrial arts educators are motivated intogrowth activities by either internal or externalforces. The desire within an individual to grow is

an internal force, while the external forces areprovided by others, especially members of the pro-fession. Reflective and creative thinking and self-evaluation are of vital importance in the develop-ment of an effective personal plan to give directionand purpose to the life and career of an individual.People are stimulated into professional growthactivities by such factors as personal satisfactionand job happiness, better status, acceptance as amember of the group, greater teaching effectiveness, salary increases, and promotions,

Industrial arts supervisors and teachereducators participate in a conference.

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A competent industrial arts teacher finds that hegrows professionally by participating in variousactivities. These activities can he called in-serviceeducation which includes all activities engaged inby a professional person during his service anddesigned to contribute to his improvement on thejob. Typical activities which may result in profes-sional growth are attendance and participation inconferences and conventions, institutes, and work-shops; membership and participation in profes-sional organizations; enrollment in advancedstudies; participation in school and communityactivities; and contributions to professional pub-1,ications, Other activities that may result in pro-fessional growth include reading professionalliterature in the fields of education and industrialarts, participating in research and in work experi-ences, and traveling.

Elementary school teachers take part inan industrial arts workshop.

3831

Section VII

INDUSTRIAL ARTS TEACHER EDUCATION IN CALIFORNIA

A brief history of the nine institutions of higher learning in California with departments for industrial

arts teacher preparation xvhich have been accredited for credentialing purposes .by the California State

Department of Education appears in this section. These historical sketches arc followed by informatkm

concerning the general requirements for teaching industrial arts in California and methods for securing

teaching credentials.

HISTORY OF INDUSTRIAL ARTS TEACHER EDUCATION IN CALIFORNIA

At present nine institutions of higher learning in California have departments for industrial arts teacher

preparation which have been accredited for credentialing purposes by the California State Department

of Education. The name of each of these institutions and the date its department was accredited follow:

University of California, Santa Barbara College, January, 1923; San Jose State College, April, 19 25;

Chico State College, October, 1926; Fresno State College, June, 1948; Pacific Union College, June,

195 1; Long Beach State College, June, 1954; San Diego State College, June, 1954; San Francisco State

College, June, 1954; and Los Angeles State College, June, 1955.The following historical sketches are confined to present accredited industrial arts departments M Cali-

fornia institutions of higher learning.

Chico State College

Chico State College introducedindustrial arts

in 1 902 as the Department of Art and ManualTraining with three courses taught by AnnieSwain. The College was then known as the ChicoNormal School. The succeeding supervisors of

manual training were Clara 1. lletschel from1906 to 1918, Eva Ealand from 1918 to 1922, and

Carl J. Schreiter from 1922 to 1926. In 1926David F. Jackey, later dean of the Division of'

Applied Arts at the University of California, Los

Angeles, was appointed head of the department,which then occupied a new building. Under theleadership of Jackey, the program was changed toindustrial arts education.

Russell B. Kidder %vas appointed as head of thedepartment in 1931. During the next twenty yearsKidder %vas instrumental in the further develop-

ment of an industrial arts program which offeredleadership within the college's area of service.Einar E. Siro was named co-ordinator of industrial

arts in 1950 and was foll..owed in that position byGlenn S. Duncan in 1956.

The deparn»ent was accredited to offer thcBachelor of Arts Degree with a Special Secondar%

Credential in Industrial Arts in October of 1926.

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In addition, courses arc provided for a GeneralSecondary Credential and a Master of Arts Degreein Industrial Arts. The department is affiliated withthe Applied Arts and Science Division, whichincludes the Departments of Agriculture and Engi-neering. Course offerings have grown to 59 unckr-graduate courses and seven graduate courses.Service courses for the science department andelementary teacher education are also provided.The staff has grown to include nine full-time in-structors. Additional facilities were provided inJuly, 1957, for auto mechanics, graphic arts, ma-chine shop, general metal, and electricity-radio.

Fresno State CollegeFresno State College carried the name Fresno

Normal School, when it was established in 19 11.Manual training was included in the cuTriculumunder the direction and instruction of W. B.Givens. From 1914 to 1915 the primary handworkcourses were named manual training, Nvhile allother courses were called industrial arts.

The new Fresno Normal Scluml buildings, com-pleted in 1916, provided seven shops which in-cluded wood, art metal, forging, drawing, machineshop, primary hand%vork, and manual traininglaboratory.

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Lynne E. Stockwell was appointed head of thedepartment in 1926. A new plan, whereby the col-lege students enrolled in indusrial arts courses wereassigned to the city schools for their laboratorywork, eliminated most of the shop work at thecollege.

Marion A. Grosse, who was assigned as a part-time instructor in 1936, became head of the Indus-trial Arts Department in 1941. Under the leader-ship of Grosse, plans were developed for a newindustrial arts building for the new college campus.The dream of many years became a reality in 1953when the Department of Industrial Arts movedinto its new building on the new Shaw Avenuecampus.

During the past twenty years the Department ofIndustrial Arts has come a long way from one shopand a part-time instructor to a fully-equippedbuilding with twelve shops plus a staff of twelvefull-time and three -part-time instructors. Thedepartment was accredited to offer the Bachelor ofArts Degree with a Special Secondary Credentialin Industrial Arts in 1948. In addition, courses areoffered for a General Secondary and Master ofArts Degree. The Industrial Arts Department isin the Division of Applied Arts, which includes

lome Economics.

Long Beach State CollegeLong Beach State College's earliest plans in-

cluded a curriculum in industrial arts. This was

Future elementary school teachers en-gage in industrial arts activities.

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implemented in 1949 when William MacQuarriejoined the staff and organized the first program.The first classes were offered in 1950-51 with theLong Beach Unified School District providing theshop facilities. The first shop facilities on the col-lege campus, consisting of a general woodworldngshop, a general metalworking shop, and an indus-trial drawing room, were placed in operation duringthe 1952-53 school year. At that time the depart-ment consisted of two staff members and sevenfull-time majors.

After the death of MacQuarrie in November,1952, C. Thomas Dean assumed the responsibilityfor developing the new program. Since that timeadditional shop facilities have been added and thephysical plant developed to include the areas ofwoodworking, general metalworking, machineshop, radio-electronics, automotive, industrial draw-ing, handicrafts, elementary industrial arts, andgraphic arts.

The department was fully accredited in June,1954, and authorized to recommend for the SpecialSecondary Credential in Industrial Arts. Duringthe same year the .department was authorized togrant the Master of Arts Degree in Industrial Artsand to offer courses leading to a General SecondaryCredential with a major in Industrial Arts.

During the period 1954 to 1957 the IndustrialArts Department grew to where it was one of thelargest in the country. The staff had been increasedto 14 full-time and several part-time instructors.

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The department had increased to approximately

300 majors and 125 graduate students.Funds for the first permanent industrial arts

building were provided in the 1958 College bud:

get. 'I 'he new building will have adequate facilitiesfor the expanding program.

Los Angeles State College

Los Angeles State College established an indus-trial arts department in September, 1953. Super-

visors responsible for industrial arts education inthe school districts within the service area of thecollege were appointed to an advisory committee

to assist this teacher preparation program.Claude E. Nihart, who had devoted many years

to the development of the industrial arts programin the Los Angeles City School Districts, wasappointed hcad of the new college department.

Los Angeles State College was first located onthe campus of Los Angeles City College andoffered college courses for only the junior andsenior years. The Industrial Arts Department pro-vided courses in electricity, graphic arts, handicraft,general metal, general wood, and machine andarchitectural drawing.

Achievements of the Industrial Arts Departmentinclude accreditation of the department by the

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State Department of Education in June, 1955, andapproval, in the same year, by the Graduate StudyCommittee of the curriculum leading to a Masterof Arts Degree in Secondary Teaching withemphasis on Industrial Arts.

The department began in September, 1953,

with 16 students and one full-time and two part-time faculty members. Three years later, in Sep-tember of 1956, the student enrollment in thedepartment had increased to 125 majors, 12

minors, 25 graduate students, and a faculty of fourfull-time and three part-time members. Upon dieretirement of Nihart in June, 1956, Clifford G.Dobson was named head of die department. InSeptember, 1958, the Industrial Arts Departmentmoved to its new building on the new RamonaCampus of Los Angeles State Colloge.

Pacific Union CollegePacific Union College was established at its pres-

ent site at Angwin in 1909. The college is a privateliberal arts school but it has always offered work in

a number of professional fields including elemen-tary and secondary teacher education. One ratherunique aspect of the general requirements forgraduation is that each student must complete aminimum of six quarter hours within the Division

Uses of automatic eqOpmerit are a partof the graphic arts educational experi-ences.

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Orderliness of an industrial arts shop re-flects good teacher-student management.

of Applied Arts and Science. The departmentscomprising this division are Industrial Education,lonw Economics, and Agriculture.The Department of Industrial Education was

reorganized in 1945 and began offering a majorleading to die Bachelor of Science degree withconcentration in construction, mechanics, or print-ing. In June, 1951, the California State Depart-ment of Education accredited the teacher educationprograms leading to special secondary credentialsin Industrial Arts, I lomemaking, and Music alongwith the General Secondary and General Elemen-tary credentials.

Since 1952, the 1)epartment of Industrial Edu-cation at Pacific Union College has provided indus-trial arts offerings to meet the general graduationrequirement, a teacher education program leadingto the Special Secondarv Credential in IndustrialArts, and technical education in the areas of dectricky and elect ronics, mechanics, construction, andgrapinc arts. Ilichard E. Fisher heads the staffconsisting of six instructors. The first section ofthe new I nd ustria I I:Alm:Ilion Building WaS Lim!pleted in 1958.

San Diego State CollegeSan Diego State College, formerly San Diego

Normal Scliool, first offered manual training in1902. The activities included paper w'ork, cord andcardboard work, basket weaving, bent iron work,

Introductory courses in electricity helpdevelop an interest in the field of elec-tronics.

head work, wood carving, clay nmdeling, .andsimple furniture buikling. "I he courses offeredwere typical of the work in this era of education.n 1905, drawing, design, and mechanical drawing

were added as activities. In 1916 courses in handi-crafts and farm mechanics appeared.

Courses in printing and practice teaching wereadded in 1919. In 1921 courses offering work inconcrete, sheetmetal, art metal, leather, electricity,Mternal combusti(m engines, patternmaking,foundry, pottery, and bookbinding were added tothe curriculum. This complete industrial arts cur-riculum for teat:her education purposes continueduntil the economic depression of the 1930's, whenthe administration discontinued shop work forbudgetary reasons.

Industrial arts did not appear again at SanDiego State College until 1947, when WilliamMacOuarrie offered several courses. I le w as suc-ceeded by, Lawrence Luce in 1949. In 1950 Ken-neth Phillips was made Chairman of the IndustrialArts Department. In January of 1953, the depart-ment moved into the present new building. Super-visors respinsible for industrial arts education inthe sdiool districts in Southern California wereappointed to serve on an advisory committee toassist this teacher preparation program. "l'he Indus-trial Arts Department was accredited by the Cali-fornia State Department of Education in 1954.

New equipment, cmirses, and staff have been con-

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A general wood course provides experi-ences involving a variety of tools, mate-rials, and processes.

stantly ackled. Plans for an additional industrialarts building are now in preparation.

San Francisco State CollegeSan Francisco State College traces its beginning

to) ;1 Normal School established in 1875 by the cityadministration at the Girls' I ligh School, In July,1899, the Normal School became a state school.

and was moved to a FICW site. A S!ort time afterthe school building was destroyed by fire in 1906,a new building %Vas constructed at another location,which was used until the college moved in 1953to its present campus. The school's name %vaschanged to San Francisco) State Teaclwrs Collegein 1921. '1'he present name was adopted in 1935.

During the 25-vear period from 1922 to 1947,the college pro% ided courses under the titles ofNlanual Arts, Manual Training, and industrialaml Nlecluinkal Arts. ln 1947, with the establish-ment of a Di% ision of Creative Arts, a minor inindustrial arts %vas offered to chow preparing tobecome teachers. A program w ith a major inindustrial arts was prov ided in 1951. Temporarybuildings served to house the Industrial Arts De.partment until the department moved to its presentfacilities in the Arts and Industries Buikling.

The Industrial Arts Department %vas accreditedby the State Dep:Irtnient UI Fducation in une ()1'

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Industrial techniques and applications aswell as avocational values are empha-sized in photography classes.

1954. In the same year, courses Ivere offered lead-ing to a Master's Degree in Industrial Arts Educa-tion. Dwight W. Nichols heads a staff of fourinstructors. An addition to the Arts and ImlustriesBuilding now under.construction will provide thenecessary facilities for the expanding industrialarts program.

San Jose State CollegeSan Jose State College, originally San Jose Nor-

mal School, informally introduced manual trainingin the early 1870's. Charles II. Allen, principal ofthe old San Jose Normal School and a cutler bytrade, gave instruction to certain students soonafter his arrival in 1873. In 1887 a room was fittedup with a few hand tools.

Later, upon reconunendation of Allen, a skilledcarpenter was hired to give instruction. !n 1890James E. Addicott, a graduate of San Jose NormalSchool, entered a training program under tlwguklance of Calvin Al. Woodward at the St. LouisNlanual Training School. Upon completion of hiswork in St. Louis, Addicott returned to San JoseNonnal School. and established the first regularlyorganized program of industrial training. Ile re-mained in this position until 1901.

In 1902 Edw in C. Snder came to San Josefrom the Alameda Sch(K)I to become head of the

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Manual Arts Depai tment of the Normal School.Under his leadership and that of his successor,Andrew Hill, the work of the department grew andprogressed. The first "special diploma" for teachingmanual training was awarded in June, 1912.

In 1913 Benjamin Spaulding became head ofthe department and was responsible for the growthof the department from a two-year to a three-yearto a lour-year degree course; also for the presentbuilding constructed 33 years ago. Spaukling re-tired in July of 1956.

The Industrial Arts Department was accreditedby the California State Department of Educationin April, 1925. In 1929 Heber A. Sotzin becamehead of the Department. At this time the collegeenrollment was approximately 1,500 and the in-dustrial arts staff consisted of three full-timeinstructors. Since that time the college studentbody has grown to approximately 11,000 and thcindustrial arts staff has increased to 18 instructorsand two technical assistants. Courses and programsleading to a Master of Arts Degree and a GeneralSecondary Credential are offered. Plans are underway for a new building which will adequatelyserve the needs of this Department.

University of California,Santa Barbara College

The Los Angeles State Normal School, whichbecame the southern branch of the University of

Industrial arts auto mechanics coursesprovide a variety of experiences.

California in 1919, provided a program of manualtraining as early as 1911. As the University con-tinued the program the name was changed to"Mechanic Arts" and then to "Industrial Arts.''Shortly after Santa Barbara College became a partof the University of California in 1944, the Uni-versity decided to center all industrial arts teachereducation on the Santa Barbara campus.

University of California, Santa Barbara College,had its inception in 1891 with the opening of acooking school for girls by Anna S. C. Blake.Ednah Rich was then sent to study sloyd underGustaf Larsson with the idea that a practical coursewould be offered for boys. Llpon her return MissRich was made principal of the Anna S. C. BlakeTraining School and supervisor of manual arts forthe Santa Barbara Public Schools. Teachers andadministrators throughout the state visited theschool to observe its work. In order to meet theneeds for trained teachers in this field, a six-weeksummer course wcas offered to experienced teachersas well as to normal school and universitygraduates.

In 1907 Mary I I. Tracy, a graduate of the13oston Sloyd Training School, was added to thestaff. The state legislature on March 27, 1909passed a bill establishing the state normal schoolin Santa Barbara, which became the first normalschool in the United States devoted exclusively tomanual arts and home economics. Frank H. Ball

A well-planned auto shop includes anarea for engine overhaul.

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succeeded Ednah Rich Morse as president of theSanta Barbara Normal School in 1916.

In 1919 the state legislature passed a bill chang-ing the status of the school by dropping the name"Manual Arts" and "Home Economics." The Nor-mal School became a four-year state teachers col-lege in 1921. The Industrial Arts Department ofSanta Barbara State College in January of 1923became the first such department to be accreditedby the State Department of Education.

Emanuel E. Ericson came to Santa Barbara Col-lege in 1925 and served as chairman of the Indus-trial Arts Department until 1948. During these

23 years Ericson became a nationally recognizedauthority in the field of industrial arts, was instru-mental in thc planning and construction of a mod-ern industrial arts building at Santa Barbara, andwitnessed his college become in 1944 a part of theUniversity of California. Lynne C. Monroe wasappointed department chairman in 1948 and wassucceeded in this position by Kermit A. Seefeld in1953. University of California, Santa Barbara Col-lege, moved to its new campus in Goleta in 1950.The new and modern industrial arts building onthis campus was completed and put into usc duringthe 1958-1959 school year.

INDUSTRIAL ARTS TEACHER EDUCATION AND CREDENTIALING

Success of the industrial arts program in thepublic schools of California reflects, in r-t, thequality of the industrial arts teacher preparationprogram in the institutions of higher learning inthe state. Both past and present teacher educatorshave done commendable work in making this pro-gram outstanding.

In part, the success of industrial arts teachereducation in California has resulted from the closeco-operation among the departments of industrialarts in teacher education institutions in the stateand between California supervisors of industrialarts and industrid arts teacher educators.

The dominant objective of industrial arts teachereducation is the preparation of qualified teachersfor the elementary and secondary schools. Researchis a second objective assumed by the teacher edu-cators. Research studies done by faculty and grad-uate students has added much to the literature ofthe profession. Industrial arts teacher educatorshave provided leadership to the profession.

Nine institutions of higher education in Cali-fornia, which have been accredited for credential-ing by the State Department of Education, offer amajor and minor in industrial arts. All institutionsrequire 40 units of industrial arts for the major.Five or six areas (drawing, wood, metal, electricity,graphic arts, and auto) must be covered as a re-quirement. The remaining work may be taken inareas of greatest interest to the student. All indus-trial arts majors are required to pursue a generaleducation program of at least 45 units. Professional

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courses in education, usually about 23 units, aretaken to prepare the student as a teacher. In meet-ing the requirements of the colleges, students willalso be meeting the requirements for the statecredential.

Twenty units of industrial arts are required fora minor. Each institution has the privilege of indi-cating what units shall be taken. Some institutionspermit different patterns within the 20 unit re-quirement. Many junior colleges in the state nowoffer courses in industrial arts which are acceptedas college transfer work.

Most of the industrial arts teacher preparationinstitutions in California offer a master's degree inindustrial arts or one in education that requiresspecial study in the field of industrial arts.

Any qualified person wishing to teach industrialarts in California may secure a credential by directapplication to the Commission of Credentials,Sacramento, or may be recommended for a creden-tial by one of the accredited institutions listedbelow. Information concerning specific require-ments for industrial arts teaching credentials ap-pears in California Administrative Code, Title 5,Education, Chapter 1, Subchapter 2, or may beobtained by writing to the Commission of Cre-dentials, Sacramento.

The names and addresses of institutions ofhigher education in California with departments ofindustrial arts accredited for credentialing purposesfollow:

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Chico State CollegeChico, California

Fresno State College5421 North MapleFresno 26, California

Long Beach State College6101 East Seventh StreetLong Beach 15, California

Los Angeles State College ofApplied Arts and Sciences

5151 Niurphy AvenueLos Angeles 46, California

Pacific Union CollegeAngwin, California

San Diego State College5402 Colkge AvenueSan Diego 15, California

San Francisco State College1600 1 lollowav AvenueSan Francisco 27, California

San Jose State College250 South Fourth StreetSan Jose 14, California

University of CaliforniaSanta Barbara CollegeGoleta. California

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