I. Art and home economics teachers in vocational schools.

1. As a guide in determining objectives in related art.

2. As a help in selecting content.

3. As a means of determining method.

4. As suggestive of ways for evaluating results.

5. As suggestive in the selection and use of illustrative materials.

6. As a guide for reference material.

II. Art instructors in colleges.

1. As a means of becoming familiar with some of the typical problems which prospective teachers of related art will meet.

2. As a guide in selecting those phases of art for college courses which will enable the prospective teacher of art to solve many of her teaching problems.

III. Teacher trainers.

1. As an index to the interests and needs of girls in home-economics classes.

2. As a means of determining the phases of art that most nearly meet the needs of girls.

3. As suggestive of methods for student teaching in classes in art related to the home.

4. As a basis for guiding student teachers in collecting and preparing illustrative material.

5. As a guide for reference material.

IV. Home economics supervisors, State and local.

1. As a stimulus to promote more courses or units in art.

2. As a stimulus to work for better programs in related art.

3. As a guide in developing art units with teachers through individual, district, and State conferences.

4. As a basis for giving assistance to teachers on art problems.

While the major emphasis in the bulletin is directed toward the teaching of related art, mention should be made of the importance of environment as a potent factor in shaping ideals and developing appreciation of the beautiful. Constant association with things of artistic quality and frequent opportunity for directed observation of good design and color should be provided for all home-economics students. The home-economics laboratory offers an opportunity for centers in which interesting and artistic groupings may be arranged. These tend to eliminate much of the formal school atmosphere and provide a more typical home environment. Such centers in home-economics laboratories have been appropriately called appreciation centers. A laboratory with examples of the beautiful in line and color, such as well-arranged bowls of flowers, bulletin boards, wall hangings, or book corners, may prove an effective though silent teacher.

It would be futile to attempt to make most school laboratories too much like homes, however. Such attempts may give the appearance of being overdone. The light and cheerful room, with the required furnishings well arranged and one or more appreciation centers, is usually the more restful and attractive. From daily contact with this type of room girls unconsciously develop an appreciation of appropriateness and of orderliness and an ideal for reproducing interesting arrangements in their own homes. It is desirable to have the appreciation centers changed frequently, and to give pupils an opportunity to share in selecting and making the arrangements.

Figure 1.—An arrangement of wild flowers and grasses and a few books placed on a blotter on a typewriter table in front of an inexpensive india print may furnish a colorful spot in any schoolroom. Note the effective use of the screen in concealing a filing case

Figure 2.—A bulletin board on which it is necessary to use a variety of materials adds to the appearance of the room when these materials are well arranged and frequently changed

Figure 3.—Pupils in a Nebraska high school try out different flowers and arrangements

Section III

DETERMINING CONTENT FOR A COURSE IN ART RELATED TO THE HOME

Taste develops gradually through the making of choices with reference to some ideal.—Henry Turner Bailey.

PLACE OF ART IN THE VOCATIONAL PROGRAM IN HOME ECONOMICS

In recent years, many schools carrying the vocational program in home economics have scheduled courses in related art five to seven periods each week for one semester and in some cases for an entire year. In other schools, the entire vocational half day has been devoted to home economics, art being introduced in short units or as a part of some unit in home economics where it seemed to meet particular needs.

A unit of several weeks or a full semester of consecutive time devoted to the teaching of art as related to the home is generally considered more effective than to teach only certain art facts and principles as they are needed in the regular home economics units. Since art is recognized as fundamental to the solving of so many homemaking problems, it seems desirable to provide for this training as early in the first year of the home-economics program as possible so that it may contribute to the instruction in the first unit in clothing and home furnishing.

Prior to selecting the pattern and material for a dress, the girl needs to understand certain principles of design and color which will enable her to choose wisely. If art training has not preceded this problem in the clothing course, or if there is no provision for art work to parallel the clothing instruction unit, it becomes necessary to introduce some art training at this point. A similar situation arises in connection with the other units involving selection and arrangement such as home furnishing or table service. If art is taught only to solve specific problems as they arise the pupil will not have an opportunity to apply it to other phases of home-economics instruction and will therefore fail to develop the ability to understand and use the principles of art effectively in solving her other problems. There is the further danger that the girl's interest in home economics will be destroyed by interrupting the home-making instruction to teach the art needed for each unit. For example, if the girl is planning to make a dress, her interest and efforts are centered on its production. If preliminary to starting the dress, time must be taken to establish standards for the selection of the pattern and materials, the