Part 15 (1/2)

Pictures. | Screen. | Swatches of fabrics-- | For color. | For design. | For texture. | Wall hangings. | Yarns of many colors. | | 2. Borrowed materials-- | 2. Borrowed from teachers, Bra.s.s or pewter articles. | homes, and stores in the Wardrobe accessories. | community.

Dresses. | Dressing table articles. | Household linens. | Picture molding samples. | Scarfs. | Small tables. | Table runners. | Trays. | | II. Collected and constructed | materials: | | 1. Collected-- | 1. Collected by the teacher Magazine covers. | from commercial firms and Magazine advertis.e.m.e.nts. | magazines. Much of this Magazine articles and | material comes to the ill.u.s.trations. | teacher by virtue of her Commercial advertising-- | position and should Booklets. | therefore be considered Boxes of miscellaneous | school property.

size and shape. | Catalogues-- | Wallpaper. | Furniture. | China. | Silver. | Pictures. | Floor coverings. | Charts-- | Paints and enamels. | Fabrics. | Dyes. | Colored paper samples. | Fabric samples. | | 2. Constructed-- | 2. Made by the teacher.

Paper models representing-- | Margins. | s.p.a.ce divisions. | General proportions. | Repet.i.tion of units. | Harmony of shapes. | Colour wheel.| ------------------------------------+--------------------------------

USE

The above list of ill.u.s.trative material should in no way be considered as representing all that should be provided for the teaching of art nor as meeting minimum requirements. It is, however, indicative of some of the materials that are desirable and most usable as well as available at a small expenditure of money.

The finest collection of ill.u.s.trative material is futile if it is not used in such a way that the pupils see the significance of it and develop discriminating powers through the use of it. Charts and other materials lose their value if hung around the room or left in the same arrangements from September to June. Little notice is taken of them for they seem to become a permanent part of the background. Most charts are not decorative and their use should be confined to that part of the work to which they definitely contribute.

There are three important objectives to be kept in mind in the use of ill.u.s.trative materials. They are--

1. To arouse interest. For this purpose pertinent materials should be arranged attractively on the bulletin board or screen or placed in some conspicuous part of the cla.s.sroom. These particular pieces should be changed very frequently. See Figure 2, page 8.

2. To a.s.sist in solving problems in the development of the principle.

The teacher will need to use clear and concise ill.u.s.trative materials for this purpose. Since these pieces of ill.u.s.trative material are usually held up before the cla.s.s, it is necessary that they be of such size that all of the pupils can see them clearly. In addition, the cla.s.s should be so arranged that all members have equal opportunity for observing them and handling them.

3. To a.s.sist in developing judgment ability. Materials for this purpose will be used in two ways: (1) As an aid in solving judgment problems given to the cla.s.s. In this case some pieces will be used by the group as a whole and others will be pa.s.sed out to individual pupils. (2) As a means of further developing powers of discrimination and judgment. For this pupils are asked to make selections and arrangements from a large number of articles and materials.

In using ill.u.s.trative material it is often advisable to have examples of both the good and the poor. When this is true, one must remember to finish with the good. In other words, start with the poor and contrast with the good; or start with the good, contrast with the poor, and then go back to the good.

Ill.u.s.trative materials can not serve such purposes successfully unless they are so arranged as to be easily accessible for cla.s.s use. For example, the small fabric sample mounted fast to a sheet of paper can not be examined adequately for texture study. It would be far better to have larger samples which are unmounted, thus making possible not only design, color, and texture study of them, but also many variations in combinations.

The bulletin board and screen, well placed, offer good possibilities for accessibility of certain ill.u.s.trative material which does not need to be handled. The screen is preferable because it can be moved around and placed to the best advantage for vision and light.

To the extent that pupils have contact and experience with real articles and materials, there will be a better carry over and thus a greater ability to solve everyday art problems successfully.

CARE AND STORAGE

In addition to collecting and using ill.u.s.trative materials, the teacher has the further problem of caring for and storing them. Soiled, creased, or worn materials are not only lacking in inspiration but set up poor standards.

Ill.u.s.trative materials may be most efficiently cared for by--

1. Mounting that from which margins will not detract, that in which only one side needs to be used, and that of which texture study is not important.

2. Avoiding too long or unnecessary exposure.

3. Careful handling.

4. Cleaning if possible.

5. Pressing.

6. Labeling and cla.s.sifying.

7. Careful storing.