USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1939-1941 > Part 19
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In addition, home economics has extended its interests beyond the life of the home to individual problems wherever they may be met. It is most significant that materials which have developed around problems of imme- diate personal living and home life and which are called home economics are important in present day education and the foundation of many of the newer basic courses. No educational program today can be considered complete that does not make material of this nature available to all young people.
The Unique Contribution of Home Economics to General Education
Since the whole direction of education is toward a more functional program the very nature of the fruitful materials with which home econom- ics deals adds an important richness to general education. Therefore home economics should be thought of as an integral part of the whole educational program. It is obvious that this type of instruction cannot be limited to vocational uses and it is unfortunate that home economics with all its assets, with a philosophy so completely in accord with the basic purposes of general education is still so misinterpreted and consequently retarded in its development by the bonds of tradition which hold it to the "special subject" level in many schools. More recently, however, the contribution of home economics to the all-around development and guidance of every individual is becoming more clearly recognized by educators at large and the outcome of this better understanding of home economics values has been the more recent development of the (1) non-laboratory courses, vari- ously called "social arts", "social living", "modern living", "personal
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regimen", "home living", "home problems", etc .; (2) the work for boys and (3) the experimental work with core, integrated, unified or basic pro- grams. Home economics is being drawn upon increasingly in these new programs where practical living problems and various aspects of home living form the basic core for the development of programs based upon "common understandings".
Home economics is unique in its contribution to education in that:
(1) A fundamental concern for home living is basic and permeates its whole educational program. Concern for family life has been implicit in its development throughout.
(2) It has unified the learning relating to personal and home problems- somewhere in education the principles of science, economics and human relationships which form the basis of real life situations must be seen in all their interrelationships and home economics has unified this learning. By the very breadth of its activities, home economics offers an opportunity for unifying experiences not possible in any other field.
(3) Home economics has increasingly personalized its instruction, meeting a deep-seated human and social need. Interest in individuals has always been of primary importance in its objectives.
(4) Home economics has contributed to a sense of achievement. It has not lost sight of its opportunity to help pupils acquire specific tech- niques and skills, including those techniques which, broadly inter- preted, embrace those of human relationships as well as those which deal with the material aspects of living.
(5) Home Economics has offered important experiences and values that represent a balance of utilitarian, creative and personal values which can be adapted to various groups as seems necessary.
Progressive Home Economics in Norwood
Dr. Hill of Yale University is accredited with the following statement "It's all right for a wife to be a good cook, but to be an 'educated Home- maker' she must be a scientist, a psychologist, a diplomat, a judge of good music and good books, an artist, an economist, an accountant and one who knows preventive medicine." This statement coincides with our con- ception of the task of the home economist. Therefore we are constantly humanizing our courses and shaping them to these ends. It is significant that we sensed these needs long before our present high school was built and that the home economics rooms were designed and equipped to ac- comodate orientation courses for girls. These courses have proved most valuable and we feel that boys should have the same opportunity as the girls to receive this type of instruction. At the present time we have a Senior group of boys taking an elective course called "Everyday Living Problems" and spending a major amount of time on this material. It would be much more desirable to require the same type of course of all boys for it is as much needed by all as by the group who have elected it.
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With the addition of a new text, "Fundamentals of Home Economics", for the ninth grade girls we have added interest and thoroughly enjoyable information and reading matter. We are continuously making available the most up-to-date reference material on personal development and family living for all courses. At Junior High School the addition of an "all-purpose" room is helping us to vitalize the family-life units which have been taught for some time under less favorable conditions as to physical equipment than at Senior High School.
Our "Home Problems" class for senior girls as well as the new Dress- making class for Senior girls organized this year are being enthusiastically received. The dressmaking class is having practical instruction in modern processes of creating becoming outfits which will express personality and add to personal charm and comfort. They receive instruction in the con- sumer phases of clothing selection; both materials and ready-to-wear garments are considered.
Kilpatrick says, "We learn what we live rather than live what we have learned." Believing this, we are planning objectives of living rather than of learning. We want our young people to discover that all phases of home life and activity can be beautiful and to develop standards which will be retained and will make for more graciousness in American living. We try to teach with a sympathetic understanding of people and in terms of their life problems. We want to teach our pupils how to live and let live, how to love and be loved, how to fill their places in life. We want to find the best in each pupil, advise and suggest, guide and help and assure them of our interest in their best development.
Although confusion does exist quite generally in the matter of over- lapping of material and choice of subject matter and there is much to be done toward bringing about better general understanding between various fields of education and of the major objectives of education as well as the potential contributions from all fields, including home economics, we can feel that our efforts are, and have been, in the right direction. There is something back of Home Economics that must be brought to light and it is this-Home Economics is in reality living.
Looking Forward
Since any homelife program of education should begin in early childhood and extend to adulthood it seems that something should be done to es- tablish courses in family life in the elementary grades. The home eco- nomics field presents untold opportunities for correlation in integrated programs and this teaching has much of value to offer younger children.
In both Junior and Senior High School courses in everyday living prob- lems would enrich the school experiences for boys (who should share this type of instruction.) Our orientation course required of all Senior High School girls has placed the offerings of the home economics field before all girls and the boys are entitled to a parallel course of this nature. Such a
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course, if made available, could well supplant the elective course in Every- day Problems now offered as a major course for senior boys and therefore limited to a smaller number. The point of view of a man teacher in con- ducting several of the units would be a most desireable asset to the course, if offered.
In Appreciation
The continued cooperation and support of the several organizations and agencies which have contributed to our program throughout the year is most gratifying and a stimulus to continued effort. We especially wish to acknowledge the assistance of the Norwood Mother's Club, the Norwood Public Health Nurses, and the Massachusetts State Department of Public Health.
Also, may I extend to my teaching associates and all workers in this department my heartiest appreciation of their continued cooperation and united efforts and response to all regular and extra activities. We are most grateful for the generous support of principals. We wish to thank our superintendent for his guidance and his interest and assistance in develop- . ing our program of home economics.
AGNES M. BRIDGES
REPORT OF THE SUPERVISOR OF PRACTICAL ARTS
I herewith submit my annual report on Practical Arts Education for the year ending December 31, 1939.
The practical arts program for our schools, in attempting to meet the gradually changing conceptions of education today, has recognized values inherent in a high type of mental activity in the field of action. The practical outcome is that practical arts, and other forms of school work where manipulative performance is involved, have been looked upon as having increasing educational significance.
Our practical arts program is based on a clear understanding of funda- mental purposes of education which involves the development of ideals, hopes, ambitions and a willingness to make present sacrifices for future good, and other desirable character and personality traits.
Our work with the individual pupil tends to bring about desirable changes through planned experiences and his interpretations of them. The experiences which we provide constitute subject matter of instruction and are the tools which we believe will satisfy the individual and his wants.
We consider that the experiences in the field of practical arts are inter- preted as readily in terms of "worthy home membership", "good citizen- ship", "worthy use of leisure" and "vocational interests" as traditionally academic subjects and in this respect practical arts appears to have some advantage.
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The work in our lower grades has been predominantly concerned with the development of attitudes and interests. Some of these are:
1. Interest in acquiring information and subject matter skills.
2. Satisfaction in expressing ideas through action rather than words.
3. Self-reliance and emotional control.
4. Pride in one's ability to do useful things.
5. Consideration for others.
To a large extent manipulative skills provide a motivation for the creation of an interest in acquisition of other valuable subject-matter skills.
The Junior High School
For the pupils of the Junior High School we endeavor to stress the development of habits and attitudes with increasing emphasis on skills and planning procedures, involving a wide variety of experiences. Because of the immaturity of the pupil, we feel that it is best to provide experiences in a variety of activities.
The purpose of practical arts is not merely to make things or to act as a service department to the school system, but is maintained to teach certain definite subject matter involving skills, information and pro- cedures. Every shop job that the Junior High School student does is selected carefully in the light of educationally worthwhile objectives.
The Senior High School
Unusual opportunities are offered to the students in High School to build upon their Junior High School experiences and develop the artistic crafts which add so much of interest to life and leisure. For those who are eventually to enter industry, basic training in skills, technique and in- formation which would be of some value is provided.
Special attention has to be given to those students with non-academic interests. We endeavor through related work to commit to memory certain facts and relationships, the meanings of which we feel will be readily understood and applied in the manipulation of material things.
Curriculum Additions
The development of a girls' shop class was established at the opening of school this fall in our High School. The course was favorably received and a full class quota enrolled. The course teaches the student use of hand as well as certain machine wood-working tools.
The ability to lay out work with a reasonable degree of accuracy and forethought is a part of the equipment of any craftsman. Provision for the development of this ability is made through the requirement that two periods per week in mechanical drawing instruction supplement the work of the sophomore shop classes.
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Town Planning Contest and Exhibit
During May a Town Planning contest was conducted in the Junior and Senior High Schools. It was open to all pupils, but ony those in the mechanical drawing and art departments took advantage of an exceptional opportunity to create a studied solution of a community problem.
Betterment and improvement of South Norwood was the central theme of the contest. Consideration of living conditions, of traffic and recreation problems provided material for a comprehensive development of the study.
Mr. Charles S. Bird sponsored the contest and gave the prizes which were awarded to the students who submitted excellent plans. Thirty-five plans were submitted. These were judged and placed on display before the public at an exhibit held in the Junior High School.
Three students were awarded the coveted prize of a trip to the New York World's Fair, and six others received merit medals.
Town Square Christmas Decorations
Duplicating last year's outstanding achievement, the culmination of the year's work for the department was the planning and constructing of pieces for the Christmas decorations in the center of the town. The Junior and Senior High School practical arts classes, in cooperation with the art department, worked out the details, re-arranging last year's setting, with a new color scheme. The excellence of the setting received considerable praise and favorable comment.
Conclusion
In conclusion, I wish to express my sincere appreciation to the members of the department for their cooperative spirit and to all those in the school system with whom the department has been privileged to work.
CLIFFORD H. WHEELER
REPORT OF SUPERVISOR OF ART
The annual report of the Art Department for the year ending December 31, 1939 is herewith submitted.
The past school year has been a most interesting one in the Art De- partment, partly because of the fact that more large group projects have been undertaken in the majority of schools, and more especially because of the change in our system of supervision. Starting in April, experiinen- tally in the first three grades, the procedure has now extended into the first six grades and interesting results are apparent.
With no definite schedule of visits in each room, with more real super- vision and less actual teaching by the supervisor, many more projects in connection with social studies and other subjects can be undertaken. Extra
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help is given in situations wherein it is most needed and in general the whole art program assumes greater significance. Different groups develop the units which seem best adapted or appropriate at a certain time.
The supervisor's part is to help in whatever way possible. Suggestions, criticisms, loaning of reference material, extra visits or outside work with certain pupils actively engaged in the undertaking are some of the ways in which the supervisor may furnish aid to students and teachers.
Whether the unit is inspired by reading, science, social studies, holidays, seasons, and so on, art can be correlated in some way to a considerable degree, either in free illustration, making of costumes or simple properties for a pupil-written play, construction of a sand-table project, or other representation of the subject. Such possibilities are endless. Many of the suggestions for integration come from the children themselves.
Through adoption of the most successful lessons seen in many rooms or tried in other years, utilization of suggestions from many teachers and research as to what is being done in other progressive school systems, new courses of study for the first six grades are gradually taking form, to be typewritten for use next September.
Art Education, in general, centers about four types of activities:
1. Art Structure-the creative, learning-of-fundamentals, experience.
2. Drawing and Painting-the graphic experience.
3. Craft Work-the motor-constructive experience.
4. Appreciation-the visual, mental, emotional experience.
Our art course aims to provide these experiences in the following ways:
Art Structure
This includes the basic principles, always taught in any art course, of repetition, rhythm, balance, emphasis, and so forth, as applied to pictorial composition and design. Art structure includes also the study of color theory and color harmony.
Drawing and Painting
This activity covers three fields:
(a) Drawing for creative expression; artistic drawing for pleasure and to express children's moods or imaginative ideas. Usually these drawings will be full of color and entirely original and unhampered by adult suggestion or direction.
(b) Drawing for purposes of narration-illustrative drawing. Probably the majority of our art lessons are thus classified; certainly most of those related to other school subjects, outside or home experiences, the seasons and holidays.
These are more realistic than the creative drawings and are often pre- ceded by study of pictures, research work, drawing of human figure, much observation of nature and discussion of the problem to be ap-
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proached. Many materials may be utilized in this activity, such as crayons, pencils, water-color and tempera painting, cut or torn colored paper, chalk and pastels.
(c) Drawing for information-descriptive drawing, such as might be found in notebooks with freehand illustrations. Examples of this type of drawing are posters, maps, plans of schoolrooms and grounds, neigh- borhood or town planning, involving the use of mechanical drawing and lettering. In this connection, mention might be made of the thirty-five large designs, suggesting South Norwood improvements, submitted and exhibited last spring in a contest sponsored by the New England Town Planning Association.
Craft Work
This includes handwork of many kinds-the manipulation of materials such as clay, wood, soap, metal, paper, cardboard, textiles and plasticine.
While much of this work is done in various elective clubs, it is also em- ployed in the integration of art with social studies, the making of Christmas gifts, May baskets, valentines, puppets, moving-picture shows, doll- houses and furniture, soap-carving, block-printing with potato or linoleum blocks, the making of paper or papier-maché masks and the modeling of various articles.
The principles of design and color learned in the first activity are con- stantly applied in this craftwork.
Appreciation
(a) Appreciation of painting, sculpture and architecture.
(b) Appreciation of furniture, rugs, interior decoration, pottery and textiles.
(c) Appreciation of beauty and the art quality in nature.
(d) Appreciation of fitness and suitability in community surroundings, including, among other things, public sculpture, sign posts, street lights and city approaches.
While this cultivation of appreciation enters into, and is overlapped by the other three activities, especially in the elementary grades, it reaches its climax in the Senior High School Art-inajor course. In that school, two periods per week are given to the study of Art Appreciation.
Several projects which might not come directly under any one of the four classifications, yet are important applications of our art program might be mentioned:
-A design contest for a school emblem, which was later manufactured for, and purchased by a majority of the pupils of that school.
-Scenery for a full-sized stage for three different scenes in an operetta staged last spring, drawn and colored in chalk by sixth grade pupils.
-Large pastel scenes made by four Grade 6 boys, framed by the janitor and hung on empty walls in two classrooms.
-Two chalk murals, in brilliant colors, each about five feet by eight feet,
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executed by fifth and sixth grade pupils to be placed on bulletin boards in a lower corridor for the Christmas season.
-Designs on project paper, colored on both sides and oiled to give a stained- glass effect, and placed in a large window on a stair-landing in one school. -Models of various rooms, made and furnished in complete detail by Senior High School art pupils.
We aim to make provision for the four types of activities considered necessary in a well-rounded art program, in order to achieve the following objectives:
1. The power of obtaining and retaining facts-knowledge and under- standing of art.
2. The power of acquiring facility and accuracy in doing things-technical skill as a means of expression.
3. The power of performing the processes of mental action-judgment in selection, powers of observation, ability to think through problems.
4. The power of emotional response-right attitudes, feelings, interests and appreciation.
5. The power of worthy use of leisure time-enjoyment and recreation through art.
Conclusion
I wish to express my sincere appreciation of the cooperation of all in the school system who have aided in the development of our program.
HELEN L. ARNOLD
REPORT OF THE DIRECTOR OF MUSIC
I herewith submit the Annual Report of the Music Department.
In order to have better integration with social studies, a supplementary music reader has been introduced in the grade schools. This called for some slight changes in the course in music in order to permit the use of a new outline based on the teaching topics of the social studies.
The present music course is also calculated to fulfill the aims of pro- gressive education which, in brief, ensures: a high degree of creative activity, the maximum development of the individual, full participation and initiative.
Skill in reading music will make possible full participation, while the repetition and drill necessary to present a musical performance promotes individual development. Progress has been made in the achievement of these aims in all the grade schools.
The fact that a child singing or playing a melody is creative in the best sense of the word was brought out last spring in the presentation of oper- ettas and plays in the different schools.
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The steady increase in the number of children who have entered the instrumental classes has enabled us to form small orchestras and bands in every grade school. The enrollment in the elementary instrumental classes is as follows:
Rhythm Band. 195
Harmonicas 24
Flageolettes. 51
Band .. 27
Violins 25
Piano
21
These groups perform in their respective buildings during assemblies and at other meetings. They also gave exhibitions of their work in the Junior and Senior High Schools.
In the Junior High School, the progress made in instrumental music is clearly in evidence. The formation of a Bugle and Drum Corp of thirty- five buglers and twenty-four drummers; a Junior Band of thirty-one players; and two orchestras, one of thirty-two players and another of twelve players has been accomplished in a few years.
In regard to the vocal work, the program has continued as indicated in my reports of 1937 and 1938.
In the Senior High School, the enrollment in the various music classes is practically the same as it was last year. However, the number of stu- dents registered in these classes is less than the number who elected music. This is due to conflicts with other subjects.
Some anticipated curriculum developments in the upper grades are:
a. The organization of a Sophomore Glee Club.
b. The organization of a Junior-Senior Glee Club.
c. The organization of a Symphonic Band.
d. Improvement of the orchestra through elective-selective processes.
Norwood High School was represented in the New England Music Festival at Boston last spring by three members of the orchestra, one member of the A Band and four girls of the voice training class.
During the past year, several instruments have been purchased for use in the different schools. These instruments are loaned to pupils who thus have an opportunity to learn to play some instrument of first im- portance in orchestra and band.
In time, we hope to have the following instruments: in each elementary school, four violins, one cello, one trombone, one horn and one oboe; in the Junior High School, three violas, three cellos, two tubas and one baritone; and in the Senior High School, two violas, two cellos, one double bass, one tuba and one baritone. These instruments, in addition to those usually owned by the students, will provide every school equipment for a well-balanced orchestra and band.
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In closing, I wish to express my sincere appreciation of the cooperation of all in the school system who have aided in the work of the Music De- partment.
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