PLANNING OF COURSES
WHILE the preceding chapters describe what may seem to be desirable sequences for use in schools, the authors do not wish to recommend that all teachers who use the book shall follow such an arrangement, but prefer to have the book suggestive to any one who may have the work of planning courses in paper and cardboard construction. Such courses will vary as the point of view varies. The educational ideals of a community, the requirements of a superintendent, or the particular interests of the supervisor may affect the whole scheme of organization. After an analysis of the fundamentals in planning a course and a brief statement of some of the recognized points of view, four schemes are given as typical outlines of courses of study.
In planning a course of study in any subject, the first matter demanding attention is the formulation of definite aims which may be accomplished thru the course. The more definite and specific these become the better can a course be adjusted to meet them. The ideals of the local school system may form the background for this determination, the point of view of its officers and the training and experience of the special supervisor must all be considered; the details of the regular course of study and of the school administration and the wishes of teachers in the lower grades all effect the purpose and scope of the course, but these are only a starting point for a systematic statement of such particular aims as can reasonably be expected to have a place in a rational course of study.
The supervisor's first duty then is to determine the purpose of the course as a whole and the purposes of the different parts of such course, either by grades or by principal divisions of the subject. Some of the purposes for the course as a whole are named in the next section as "Points of View." The purpose back of this book is indicated in the introduction. Purposes for the principal divisions of paper and cardboard work as described here are given at the beginning of chapters II, III, IV and V.
The next matter requiring attention is the determination of the things which shall be made and what information shall be acquired in the progress of instruction. On pages 119 to 122 different arrangements of the course are indicated, and steps in the making of each problem are given on pages 1 6 to 113. This detailed analysis includes the number and name of each problem, the material and equipment needed by the pupil, a working drawing, directions for making the problem, and supplementary notes.
The planning of a course should at least be suggested by the supervisor altho many details may be left to the individual teacher. When it comes to methods of handling the work in the class room, they should be left largely or entirely to the teacher in charge of the room. The relations of the supervisor to the teacher are indicated in chapter VIII. It is important to remember here that as far as the planning of a primary handwork course is concerned, the supervisor must: (a) determine the purposes of the course, (b) outline the content of the course in its best arrangement of detail, (c) see that such methods are used as will bring proper results.
In order that the supervisor may be able to indicate briefly the various problems in a course, it is desirable that some simple symbol be used, and a numbering system has been selected for use here. The numbering system throuout the book is as follows: There are three numbers employed for each problem and they read from the left as follows: 1 2 1 (one-two-one) square box. 4 3 3 (four-three-three) desk pad.
The first number at the left represents the grade in school:
1 (one) referring to the first grade
2 (two) referring to the second grade
3 (three) referring to the third grade
4 (four) referring to the fourth grade
The second number, in the middle, represents the group from which the problem is selected:
1 (one) referring to the group of book problems
2 (two) referring to the group of box problems
3 (three) referring to the group of card problems
4 (four) referring to the group of envelope problems
The third number at the right represents the intended sequence of the group in each grade:
1 or 2 or 3 referring to the first or second or third problem of the selected group and in the particular grade.
The following table represents the arrangement by grades and by groups:
In the determination of purposes for the handwork course the following points of view are significent:
The point of view in planning a course in primary handwork may be that of a logical arrangement of processes of handling materials so as to bring in a progress from easy to difficult, and to have each exercise prepare for the next. The use of the projects may take a secondary place or may correlate by running in a parallel direction, the work being modified so as to give the desired sequence and at the same time meet the uses which appear from time to time. Information regarding industrial phases of the work may be given in connection with the sequenced problems.
The point of view may be the grouping of types of construction with the emphasis placed upon a logical arrangement of processes as before or upon the meaning of the subject matter. The general arrangement of the problems in this book is of four groups distributed over the first four grades. Within each group there are sequences arranged in order of difficulty. There seems to be an advantage in this arrangement in the printed book as it enables the teacher to follow each group of problems from beginning to end. In a course of study, such an arrangement gives the child enough of each kind of problem to keep up the interest and to give an adequate view of the type of work.
The point of view may be that of the thought side involved and the projects be so planned that they will become a part of an organized study of details of selected industries. Handwork becomes in this case of secondary importance and the informational values predominate. The making of things is then for illustrative purposes, to make ideas more definite, to give a more adequate notion of processes of manufacture, or to teach the nature of materials thru their manipulation. This informational value should always be present in some degree,, but the emphasis may not always be placed upon the ideas involved.
The point of view may be the technical value of the skill involved in the making of the different projects. This skill may be the beginning of a general dexterity and control of the hand and eye or it may be the beginning of a special skill related to the particular type of work. This skill comes largely thru continued drill upon a few operations with a concentration of attention and effort. For a general dexterity and fundamental training of the hand as a foundation for special skill in later work, two or three repeats should generally be enough. These must require the best interest and diligence of which the pupil is capable, for real growth. For special skill in the particular operations it is necessary to repeat a process many times, or until it becomes nearly automatic, and this usually has no place in the public schools, or at least not in the lower grades. Where this special skill is desired, many of the problems suggested in this book will be found of value in repeat work. It must be recognized however that commercial processes include devices and kinks which save time and labor, and where many repeats are looked for, these should be employed. References covering this subject are indicated in the bibliography.
The point of view may be as an aid to art teaching, the providing of small objects suitable for decoration, or furnishing an outlet for the design of paper and cardboard work. Too often does the art teacher find it difficult to give adequate directions for making boxes, booklets, envelopes, and card problems, and the outlines here given will aid in such work and enable the art teacher to plan parallel courses in drawing and construction. The paper and card- board construction in this case assumes a, position supplementary to the drawing course, and may have its arrangement determined by the organization of the work in drawing.
The point of view may be that of an aid to teaching any or all of the regular elementary studies, and such problems selected as will meet needs of the class room as they appear from time to time. As an example, a scrap book may be made when collections of illustrative material need a permanent mounting. It is important here to realize that only such work should be given as will meet the range of the pupil's ability. Such work in any case loses all of its defmiteness and becomes unsystematic, but may be of service to other subjects so as to warrant its becoming a small part of a public school course.
The point of view may be that of method in teaching, and the planning of the primary courses in handwork may have as its first consideration the handling of the work in class, including the method of presentation, a study of the cost and care of equipment and supplies, and the apportionment of time to the different branches. Handwork may be a method only and have no special content: of its own. Of the things which seem desirable to teach in the elementary school, it is found that some can best be taught in the handwork class. Of the habits which seem desirable to train, it is found that some can be well emphasized in the handwork class. Thus handwork in some places has no identity as a subject, but is a way of handling certain other school subjects.
The point of view may be the building around centers of interest. Such features of social activity as occupations, civic life, the home, and holidays may become central thoughts in a part of the elementary curriculum, and stories, number work, descriptions, drawing, and the making of things, all serve to add meaning to the ideas involved. This studying of the interests of children with the endeavor to meet them has become the most significant feature in many schools and details of the course have been modified as needed to meet these interests. In such places the suggestion of such problems as are described in this book does not need to concern itself with any logical arrangement of processes.
Whatever the point of view, the planning of a course is one of the important functions of the supervisor of primary handwork and should, be given its due consideration. The determination of the purpose or point of view, the outlining of such details of the course as will carry out the purpose, and the making of suggestions of methods for handling these details belong to the supervisor.
There are different ways of grouping the problems in each grade, so as to bring in a sequence of manipulations of increasing difficulty. It is also possible to arrange several sequences, each more or less independent of the others but enabling the pupil to profit constantly from his previous efforts. Four arrangements are suggested:
A First grade:—book problems, box problems, card problems, envelope problems Second grade, third grade, and fourth grade;—same grouping as for first graide but with added difficulty in each grade This grouping is the most systematic and logical
B Each grade:—a problem or two from each group above, and then a repeat from each group These changes may seem desirable for the sake of variety and interest
C Each grade:—a selection of problems from each group arranged in the order of difficulty for the entire scheme regardless of the classification of problems This arrangement may seem a little disjointed in content, but furnishes a very definite line of training for the child and may prove more interesting than "A" or "B"
D First and second grades:—arranged as in "A" Third and fourth grades: — a concentration upon one or two groups of problems tor most of the work of an entire year This arrangement furnishes a training in technical skill not possible with the other arrangements
PROBLEMS GROUPED FOR EACH GRADE
Groups of problems for each grade are outlined below as suggested at "A". The full arrangement of problems with a statement of the new processes or those especially emphasized in each problem, by grades, is given below, It is understood that nearly every problem involves some repeat of former processes, besides the new processes. Many of the problems may be omitted if there is not enough time, but some problems should be taken from each group.
BOOK PROBLEMS
I. 111. Mounting folders
Folding, creasmg, cutting picture, pasting picture
II. 112. Booklet folder
Tearing edge, gluing or pasting narrow edge
III. 113. Pockel; note books
Folding for 8, 12 and 16 pages, sewing single section thru three holes, tearing leaves apart
IV. 114. Book of color schemes
Study of color samples, selection of colors, mounting colors
V. 115. Drawing book -
Folding wide opening book, making drawings in book
VI. 116. Laundry list
Fastening eyelet, tying cord, writing title on outside
BOX PROBLEMS
VII. 121. Square box
Folding stiff material, gluing square corners
VIII. 122. Square tray
Folding and gluing narrow folds
IX. 123. Rectangular tray
Folding, cutting, and gluing heavy material
CARD PROBLEMS
X. 131. Mounted drawings
Studying proportions and mounting with paste
XI. 132. Book marks
Determining outline arid planning border, making line with pencil or crayon
XII. 133. Calendar
Mounting of picture and calendar together
ENVELOPE PROBLEMS
XIII. 141. Envelope folder
Folding and cutting to folded line, and cutting off slant edge
XIV. 142. Square envelope
Folding accurately to line and pasting neatly
XV. 143. Pocket if or clippings
Careful cutting to folded lines
BOOK PROBLEMS
I. 211. Paper portfolio
Measuring for length, connecting points with pencil, and using stay tape over crease
II. 212. Paper portfolio with laps
Measuring for length,-three dimensions, laying out corners
III. 213. Book of designs
Sewing thru four holes, lettering cover
IV. 214. Weather record
Observation of weather and careful pasting of weather flags
V. 215, Receipt book
Sewing several thicknesses of paper, gluing binders' cloth over outside fold
VI. 216. Note book
Sewing two sections together, gluing book into cover
VII. 217. Paged blank books
Numbering of pages, study of arrangement of pages
BOX PROBLEMS
VIII. 221. Small square box
Laying out box to dimensions, cutting and folding to measured lines
IX. 222. Rectangular open box
Laying out larger measurements, making two measurements with one setting of rule
X. 223. Box with reinforced corners
Scoring heavy material, use of stay tape on box corners
CARD PROBLEMS
XI. 231. Desk blotters Cutting blotters to uniform size, punching and tying
XII. 232. Photo mount Study of proportion and color in mounting, mounting upon double mounts
XIII. 233. Glass cover
Laying out of octagons, making simple octagonal designs
ENVELOPE PROBLEMS
XIV. 241. Paper sack
Folding, and cutting long fold
XV. 242. Mailing envelope
Laying out several small measurements, careful pasting and folding
XVI. 243. Long mailing envelope
Laying out and cutting rounded corners
BOOK PROBLEMS
I. 311. Scrap book
Folding double center for book, gluing cover over leaves so as to make two sharp edges
II. 312. Small sewed pamphlet
Sewing two, three, four and five sections
III. 313. Sewed pamphlet, reinforced back
Gluing binders' cloth around square comer fold
IV. 314. Cloth covered portfolio Making of case for bookbinding: — pasting binders' cloth to cloth board, gluing laps down, pasting lining paper inside
V. 315. Glued booklet Gluing several sections one into another
VI. 316. Cloth bound book
Fastening sewed sections into case: — backing sections, gluing against covers, and lining
BOX PROBLEMS
VII. 321. Covered small box
Fitting cover to box, pasting colored paper over box and cover
VIII. 322. Pencil box with fitted cover
Fastening corners with double paper
IX. 323. Candy box
Making end folds, fitting laps at ends
X. 324. Folding box
Very accurate laying out and cutting, fitting of folded tabs
CARD PROBLEMS
XI. 331. Postcards
Neat cutting of heavy material, making banded decoration XII. 332. Page holder
Punching and cutting between holes, cutting corners
XIII. 333. Shipping tags
Laying out from center line, punching three thicknesses, tying loop
ENVELOPE PROBLEMS
XIV. 341. Photo filing envelope
Laying out with care to exact size, gluing neatly
XV. 342. Long filing envelope
Use of compasses, cutting of curved line
XVI. 343. Large filing envelope
Cutting and gluing large pieces of heavy material
BOOK PROBLEMS
I. 411. Pocket paper file
Cutting of marking tabs, gluing of hinge
II. 412. Desk paper file
Cutting tabs from heavy material, gluing large pieces of stock
III. 413. Note book covers
Making hinge of binders' cloth, punching holes and setting eyelets
IV. 414. Portfolio with cloth corners
Fitting of comers and back, gluing up carefully
V. 415. Bound scrap book
Combination of problems number 311 and 316
VI. 416. Bound drawings
Sewing thru cover and drawings
VII. 417. Rebound book or bound magazines
Removing old covers and attaching canvas backing
BOX PROBLEMS
VIII. 421. Pin box with cover
Pasting cover paper over sides and cover of box
IX. 422. Post card box
Laying several measurements from center line, very care» ful folding, and neat gluing
X. 423. Original box
Designing box and making 'working drawing, cutting of straw board, lining of box and cover
XI. 424. Pen box
Making of very accurate joints with straw board and box board XII. 425. Sliding box
Fitting of case to box
CARD PROBLEMS
XIII. 431. Postal scale
Gluing broad surfaces, marking with standard weights
XIV. 432. Folder picture mount
Studying good proportion for double mount
XV. 433. Desk pad
Cutting and fastening of comers of heavy cover paper, fitting of blotters
ENVELOPE PROBLEMS
XVI. 441. Sack with folds
Double folding for typical paper sack
XVII. 442. Flat envelope file
Making of flexible hinge, fitting of case to envelopes
XVIII. 443. Book envelope file
Punching and tying envelopes within case
PROBLEMS SELECTED FROM GROUPS
The selection of problems from the book group, the box group, the card group, and the envelope group in regular rotation has at least the advantage of adding the interest which comes from variety. The following arrangement is suggestive for this feature:
I. 111. Mounting folders
II. 121. Square box
III. 131. Mounted drawings
IV. 141. Envelope folder
V. 112. Booklet folder
VI. 122. Square tray
VII. 132. Book marks
VIII. 142. Square envelope
IX. 113. Pocket note books
X. 123. Rectangular tray
XI 133. Calendar
XII. 143. Pocket for clippings
XIII. 114. Book of color schemes
XIV. 115. Drawing book
XV 116. Laundry list
I. 211. Paper portfolio
II. 221. Small square box
III. 231. Desk blotters
IV. 241. Paper sack
V. 212. Paper portfolio with laps
VI. 222. Rectangular open box
VII. 232. Photo mount
VIII. 242. Mailing envelope
IX. 213. Book of designs
X. 223. Box with reinforced corners
XI. 233. Glass cover
XII. 243. Long mailing envelope
XIII. 214 Weather record
XIV. 215. Receipt book
XV. 216. Note book
XVI. 217. Paged blank books
I. 311. Scrap book
II. 321. Covered small box
III. 331. Postcards
IV. 341. Photo filing envelope
V. 312. Small sewed pamphlet
VI. 322. Pencil box with fitted cover
VII. 332. Page holder
VIII. 342. Long filing envelope
IX. 313. Sewed pamphlet with reinforced back
X. 323. Candy box
XI. 333. Shipping tags
XII. 343. Large filing envelopes
XIII. 314. Cloth covered portfolio
XIV. 324. Folding box
XV. 315, Glued Booklet
XVI. 316. Cloth bound book
I. 411. Pocket paper file
II. 421. Pin box with cover
III. 431. Postal scale
IV. 441. Sack with folds
V. 412. Desk paper file
VI. 422. Post card box
VII. 432. Folder picture mount
VIII. 442. Flat envelope file
IX. 413. Notebook covers
X. 423. Original box
XI. 433. Desk pad
XII. 443. Book envelope file
XIII. 414. Portfolio with cloth corners
XIV. 424. Pen box
XV. 415. Bound scrap box
XVI. 425. Sliding box
XVII. 416, Bound drawings
XVIII. 417. Rebound book or bound magazine
PROBLEMS ARRANGED ACCORDING TO DIFFICULTY
In the following,, the problems are arranged in a sequence according to the difficulty of handling, regardless of groups of kinds of problems, as indicated at below.
I. 111. Mounting folders
II. 112. Booklet folder
III. 115. Drawing book
IV. 141. Envelope folder
V. 113. Pocket note books
VI. 116. Laundry list
VII. 121. Square box
VIII. 122. Square tray
IX, 133. Calendar
X. 142. Square envelope
XI. 143. Pocket for clippings
XII. 131. Mounted drawings
XIII. 132. Book Marks
XIV. 123. Rectangular tray
XV. 114. Book of color schemes
I. 211. Paper portfolio II. 212. Paper portfolio with laps
III. 215. Receipt book
IV. 231. Desk blotters
V. 241. Paper sack
VI. 232. Photo mount
VII. 223. Box with reinforced corners
VIII. 22 1. Small square box
IX. 213. Book of designs
X. 222. Rectangular open box
XI. 214. Weather record
XII. 216. Note book
XIII. 242. Mailing envelope
XIV. 233. Glass cover
XV. 243. Long mailing envelope
XVI. 217. Paged blank books
I. 333. Shipping tags
II. 332. Page holder
III. 341. Photo filing envelopes
IV. 331. Postcard
V. 311. Scrap book
VI. 315. Glued booklet
VII. 342. Long filing envelope
VIII. 321 . Covered small box
IX. 314. Cloth covered portfolio
X. 322. Pencil box with cover
XI. 343. Large filing envelope
XII. 316. Cloth bound book
XIII. 323. Candy box
XIV. 324. Folding box
XV. 312. Small sewed pamphlet
XVI, 313. Sewed pamphlet with reinforced back
I. 421. Pin box with cover
II. 431. Postal scale
III. 432. Folder picture mount
IV. 411. Pocket paper file
V. 433. Desk pad
VI. 412. Desk paper file
VII. 415. Bound scrap book
VIII. 416. Bound drawings
IX. 422. Post card box
X. 413. Note book covers
XI. 423. Original box
XII. 424. Pen box
XIII. 441. Sack with folds
XIV. 425. Sliding box
XV. 414. Portfolio with cloth corners
XVI. 442. Flat envelope file
XVII. 443. Book envelope file
XVIII. 417. Re-bound book or bound magazine
D
PROBLEMS SELECTED FROM ONE GROUP
Another way to arrange paper and cardboard problems having peculiar advantages is by concentration of attention and effort upon a more limited field of work, taking for instance the third grade for one group of problems such as book problems, and the fourth grade for another group, such as box problems. This concentration gives more ability in the lines undertaken, but does not open up so large a field. This work may follow either of the arrangements suggested for the first and second grades.
See arrangements suggested earlier.
See arrangements suggested earlier.
Selections of book problems Page
I. 311. Scrap book
II. 312. Small sewed pamphlet
III. 31 3. Sewed pamphlet with reinforced back
IV. 314. Cloth covered portfolio
V. 315. Glued booklet
VI. 316. Cloth bound book
VII. 411. Pocket paper file
VIII. 412. Desk paper file
IX. 413. Note book covers
X. 414. Portfolio with cloth corners
XI. 415. Bound scrap book
XII. 416. Bound drawings
XIII. 417. Rebound book
XIV. 417. Bound magazines
Selections of box problems page
I. 32]. Covered small box
II. 322. Pencil box with fitted cover
III. 323. Candy box
IV. 324. Folding box
V. 42 1. Pin box with cover
VI. 422. Post card box
VII. 423. Original box
VIII. 424. Pen box
IX. 425. Sliding box
If there are not enough problems for the time available in either the third or fourth grades, the problems suggested should indicate types of book and box making which may help in original work planned by the student. There are enough possible problems in either book or box making to occupy all the handwork periods for both grades. It may seem better to reverse the arrangement and put the box problems in the third grade and the book problems in the fourth grade.
It should be remembered that a half year is about all that can well be allowed for paper and cardboard work in each grade, if clay work and basketry and weaving are also undertaken.
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