Norwood annual report 1939-1941, Part 44

Author: Norwood (Mass.)
Publication date: 1939
Publisher: The Town
Number of Pages: 1396

USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1939-1941 > Part 44

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The physical make-up of our general shop is a room equipped to provide experiences in many phases of industrial arts work. The shop is usually divided into instructional areas, in each of which is located a part of the class. This makes it possible to offer a wide variety of work with a comparatively small outlay of money. Our shop, originally laid out for twenty-four students offering four areas of work, each area equipped for only six students, is overcrowded at the present time. This affects the efficiency of our program quite seriously.

Such a shop provides an opportunity to investigate and explore many fields of endeavor and develops an informational background essential to a well-rounded education. Because of the variety of materials of study, it is possible for the student to discover or develop a wisely selected dominant interest for possible special- ization in his junior or senior year.

The Functions of Industrial Arts Program

Desirable outcomes in industrial arts are not attainable if the students are unable to read satisfactorily, write reasonably well and think intelligently. These abilities are needed in industrial arts, so this year we have arranged a "Job Plan," which requires each student to read and understand instructions by recording them in his plan. He must study about the material of industry, read about tools and machines, and become informed about many occu- pations in industry.

He writes specifications for the jobs he chooses to do in indus- trial arts, he figures costs, formulates and writes out procedures for doing the jobs. The plan is designed to develop an ability to THINK in planning the procedure of constructing the selected project, to think intelligently about his qualifications for a voca- tion, and to decide on preparation for a selected vocation.

The manipulation of tools and material constitutes the major physical activity of our students in industrial arts, but there is a tendency to evaluate these activities in terms of manipulative skills developed by the pupils and of the quality of the projects made. The best possible development of skills is desirable, but these can be attained without very much learning taking place.

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Industrial arts is not a subject for the mentally deficient or for the slow pupil. We offer to all of our students a challenge to their ability to THINK and make adjustments to our complex machine-age civilization. Individual programs must be set up on the basis of one's capacity to achieve.

Curriculum Changes and Additions

Girls were given the opportunity to work with types of tools and materials that we felt would enable them to meet intelligently the many mechanical problems which might arise in the modern home. A group of eighteen girls entered this first class, but the class was discontinued this fall because of insufficient numbers electing the course.

Recently a group of senior boys, interested in machine shop practice, and not enrolled in our industrial arts group, requested the formation of a class, feeling that an experience in this area of instruction might help them after graduation. The discontinu- ance of the girls' class will make the request possible.

Town Planning Contest

For the third successive year boys in the drafting classes have entered this contest. The contest itself is very extensive in its scope, and the fulfillment of the requirements challenges the ability of each contestant. Last year one of our students was awarded one of the medals of merit.

Professional Outlook and Trends

Trends and outlooks in the development of industrial arts education as part of a modern program of education which seem significant and worthy of consideration at this time, are:

1. More time and thought should be given to the development of integrated handwork for our elementary grades. Boys and girls need work with tools and materials as a part of general education at all school levels.

2. The trend toward the development of shop subjects that will include rich information available through the use of a variety of construction material and tools. Young people want to explore, make projects, learn how to use tools and machines correctly, and to experiment with materials and machines.

3. There is a marked trend toward the use of small machines in industrial arts instruction, and our shops need additional ma- chine equipment. Not only are these machines less expensive, but they are comparatively safe and well suited for industrial arts work.

4. Many older texts are based too much on tool processes and do not give the broad educational approach to industrial arts that

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its importance deserves. Recent text publications meet this situation adequately.

Conclusion

In closing this report I wish to acknowledge my sincere grati- tude and appreciation to the members of the department for their co-operative spirit, and to all those who co-operated so generously with the department.

CLIFFORD H. WHEELER

REPORT OF THE SUPERVISOR OF ART

The annual report of the Art Department for the year ending December 31, 1940, is herewith submitted.

Elementary Grades

We have continued with the same system of supervision as described in last year's report. New courses of study for the first six grades were ready for use at the opening of school in September. The first page of the Grade VI outline, given below, will serve as an illustration of the aims and objectives for all grades, with fewer terms in Color, Design, and Representation used in the lower grades.

GENERAL AIMS:

1. Opportunity for creative expression.

2. Knowledge and appreciation of the fundamental principles of Art expression.

3. Appreciation of beauty and harmony in nature and human expression.

OBJECTIVES to be attained by all pupils at the end of Grade VI:

1. Knowledge:

a. Color-Terms Standard, Primary, Secondary, Complemen- tary, Intermediate, Tints and Shades, Values, Color Har- monies chosen from the color wheel.

b. Design-Repetition, Alteration, Progression, Contrast, Dominance, Balance (central, axial and informal).

c. Representation-Foreshortening of planes (circular and rec- tangular) as shown in houses, furniture, dishes, utensils, etc.

Relation of objects at different distances. Appearances of nature at different seasons, times of day, etc. Human figure-proportion and in action. Animals and birds.

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2. Skills:

a. Practical ability to:

1. Represent ideas.

2. Select and arrange colors.

3. Construct and decorate objects.

3. Habits and Attitudes :

a. Habits of observation and discrimination.

b. Habit of free expression.

c. Attitude of respect for fine craftsmanship.

d. Attitude of desire to make applications of knowledge gained and skills developed.

Suggestions as to projects appropriate for each grade in the three important divisions-Color, Design and Representation- are given in other sheets of the outlines. These are general, rather than specific, and considerable leeway is encouraged as to the lesson or project to be developed in any room at a certain time; in other words, each room of a certain grade is not doing the same lesson during a given week. Thus, while studying the growth of Architecture in connection with Social Studies, one class may be most interested in making posters illustrating all types of homes, from the caves of primitive men to the most modern single house or large apartment. The class itself would decide whether to consider homes just in America or anywhere in the world. Another room might construct individual models of various shelters and homes, using whatever materials (twigs, thin wood, raffia, cardboard, soap carving, etc.) seemed best adapted to each one's own problem. Still another room might combine individual pencil-shaded drawings of all types of archi- tecture in a single class book, while other classes might draw and color a long frieze on the blackboard, or project paper, to illus- trate the same subject. Thus the integration of Art and Social Studies is carried out according to the pupils' interests and desires rather than a formal acceptance of what some adult thought best to have every pupil in all sixth grades doing at a certain time.

During the working out of each project, various fundamental Art principles, such as a Center of Interest, Balance, Proportion, Perspective, etc., have been discovered to be essential, without formal drill lessons on those principles preceding the project, as would have been considered necessary a few years ago. Projects in correlation with any other school subjects or in con- nection with any holidays are worked out in the same way.

We are trying each year to give more opportunities for large creative drawings or paintings, done in a freer manner. Some times these correlate with other subjects, especially reading; sometimes they are purely imaginary or fantastic; often they are appropriate for season or holiday.

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With the addition to the school system, in September, of a Handcraft Supervisor, many opportunities for correlation have been presented, especially in the planning of designs to decorate articles made in the handcraft periods and the choice of good color schemes in the making and decorating of all craft articles.

In co-operation with the Physical Education Department, an interesting experiment was first tried out last spring and con- tinued in the fall. In several third and fourth grade rooms, large original designs emphasizing Axial Balance were made by all pupils, who at the same time were thinking of the designs as patterns which might be used for group dances, using from three to six children in a group. The pupils whose designs were best adapted for dancing were chosen as leaders. They then adapted their dances to music and taught them to their groups. The same idea was carried out in the fifth, and sixth grades, using Central Balance as the motif, with groups varying from four to eight.

One fourth and one sixth grade class demonstrated these orig- inal dances at the Physical Education section of the Norfolk County Teachers Convention held in Norwood on October 25, 1940. Large charts, drawn by the pupils who originated the dance de- signs and painted by the Junior High School Art Club, were dis- played on easels near each group during the dancing.

Junior and Senior High School Grades

Since September our Junior High School Art Department has been under the guidance of a young man trained to teach that subject, with all the art pupils of seventh, eighth and ninth grade classes going to his room for instruction. For this first year, the seventh and eighth grades, in their one period a week, have followed much the same course-a study of the most important art mediums, as an art background. This unit, among other things, includes the making of notebooks containing notes, dia- grams and reproductions in the most important mediums (Oil Painting, Water Color, Tempera Color, Pencil Drawing, Pen and Ink Drawing, Pastel, Charcoal, Etching, Lithography and Block Printing). Talks by the Instructor, illustrated with original pictures and reproductions and several examinations have been interspersed at appropriate times.

Grade nine elective art classes have been taught by the same niethod, with the study of Prehistoric, Egyptian, Greek and Roman Art as a historical background. Their notebooks were illustrated with freehand sketches, developed as a result of much research. Class discussions, reference text reading and examinations have supplemented the making of the notebooks.

Because of the large number of pupils electing the Art Club, it has been necessary to divide the group: the Graphic Arts Club,

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which has provided cover designs and illustrations for the school paper, as well as posters, charts and other materials, as needed by the school; and the Art Club, sponsored by the Supervisor, which continues to carry on after the manner of the former Sketch Club. Out-door sketching, pencil-shading, pen and ink drawing, water-color painting and pastel are featured. Each pupil experi- ments with the media best suited to his ability and enjoyment.

We continue to have large classes in both the General Art and Art Major courses in the Senior High School. Pupils in both courses have practical experience in Design, Color and Representa- tion, using many media.

The Art Major pupils in the closing months of the school year spent two days a week in the study of famous artists and their masterpieces and in the application of that knowledge to very artistic notebooks. Since September they have used this time for craftwork of various kinds, culminating in the making of their own block-printed Christmas cards. Annually, many posters, decorations and properties are made for various school affairs.

Convention

The Art Department conducted an all-day program for the Art section of the Norfolk County Teachers Convention, held in Norwood on October 25, 1940. So many signed beforehand for this section that it was necessary to hold it in the auditorium of the Callahan School.

The morning speaker was Miss F. Eleanor Elliott, Director of Art Education in the Newton Public Schools and her subject was "Art in the Child's Life." This talk was illustrated with many very original and creative drawings and paintings by children of all ages and was followed by an interesting discussion and question period.

The speaker of the afternoon was Mrs. Ruth R. Herring, Head of the Teacher-training Department of the Massachusetts School of Art. Her subject was "Re-evaluating Our Art Attitudes." She also showed many children's paintings done in a very free, creative manner.

The program ended with the showing of a motion picture in colors, "Young America Paints," which portrayed children dem- onstrating the processes of Finger Painting, Stenciling on cloth, using Frescol, Chalk squares and Powder Paint.

Conclusion

In conclusion, we quote the concluding paragraph of a recent article by Miss Helen E. Cleaves, Director of Fine Arts, Boston Public Schools. "The complete art program aims to develop a sensitive, intelligent way of looking at natural and man-made things, a quick direct language of expression, power to design

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and create an orderly and beautiful environment and finally a philosophy of life in which order and beauty take their rightful place." These are also our own aims here in Norwood.

We, of the Art Department, wish once more to express our appreciation of the helpful interest and spirit of co-operation shown by the superintendent, principals and teachers.

HELEN L. ARNOLD

REPORT OF THE DIRECTOR OF MUSIC

I herewith submit the report of the Music Department for the year ending December 31, 1940.

Objectives

The work in this department has followed a program based upon the thesis that in order to satisfy social, intellectual, and voca- tional aims, music should be taught not only as an art, but also as a science. The validity of this thesis is proven by the fact that more than 76% of all colleges are now accepting one to five units in music in satisfaction of entrance requirements. Of this number many will accept only Theory for credit.

Procedure

All pupils are given an equal opportunity to participate in the "knowing and doing" of the Art of Music until the end of the ninth grade. In subsequent grades they may elect several courses in theoretical or in applied music if they desire to further their musical education. Although music is required from the first to the ninth grade, only one branch of applied music (voice) is required. The other branches, piano, strings, and wind instru- ments, are electives.

Recommendations

1. Elementary School

That provisions be made so that Rhythm Band instruction may be given to all children in grades one and two.

2. Junior High School.

a. That time be provided in the curriculum for a Junior Glee Club.

b. That the Seashore Measures of Musical Talent be given to all ninth grade students.

3. Senior High School

a. That music classes be divided according to aptitude as is done with other subjects, this division to be determined by results and interpretation of the Seashore Tests.

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b. That students possessing talent and wishing to elect a music course be allowed to build their program around music. In case of conflict they should be allowed to drop the other subject provided said subject is not required by some college.

This last recommendation is in accordance with the ideas of J. W. Studebaker, United States Commissioner of Education, who said, "I would eliminate from secondary school curriculum the subject matter which is not adjusted to the children's inter- ests and need-so modify and improve the secondary schools that all adolescents would find interest and educational profit in re- maining in high school."

Conclusion

I wish to express my sincere appreciation for the co-operation of all in the school system who have aided in the work of this department.

JOHN V. DETHIER

REPORT OF THE SUPERVISOR OF PHYSICAL EDUCATION

I herewith submit the report of the Physical Education Depart- ment for the year ending December 31, 1940.

Physical Education is only one branch of general education, and in working out a curriculum in this field the objectives of general education must be kept in mind, for physical education has the same goal. Therefore, we seek to provide an opportunity for the individual to act in situations that are physically wholesome, men- tally stimulating and satisfying, and socially sound. Physical education should afford the child a wholesome opportunity to ex- press himself in the actual doing of worthwhile things. In the gymnasium and on the athletic field we are not aiming for phy- sical efficiency alone. This should be accompanied by mental efficiency.

In each school grade we have a specific aim which is based upon the physiological and psychological characteristics of the children in that grade.

Elementary Grades

With the above thoughts in mind, the physical education in the elementary grades may be listed as follows:

Grades 1-3

Games Folk Dancing Singing Games Modern Dancing

Posture Work

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Grades 4-6 Games Folk Dancing Modern Dancing Marching Exercises Posture Work

Values we are seeking:

1. We are not after skill.

2. We are laying a foundation upon which to build.

3. We are seeking development of the large muscles.

4. We are seeking self-expression through rhythms, dramatic and singing games.

5. We are seeking co-operation through ring games and group activities.

6. We are seeking a sympathetic realization of every day life through dramatic games and rhythms, and we are endeavor- ing to make a connection between every day living and the school life.

A particular effort has been made in the past year to help the children to enjoy dancing. The folk dancing program has been expanded to include all grades and to attempt to teach more dances to each class. Folk dancing has been correlated with Social Studies, particularly in grades two and four, where the manners and customs of certain countries are taken up. The children have responded enthusiastically.

Although the modern dance is quite new in education, its pe- culiar advantages are already apparent. It gives the children an opportunity to express their ideas, and it is correlated closely with art and music. Through the study of modern dancing, the children get a new conception of design in art. Dancing is still more closely connected with music because each has a rhythmic quality and because music often is used as accompaniment for the dance. Note value, pitch, tempo, and mood may be expressed in action, thereby giving the child a better understanding of the music.

An interesting experiment was tried at the Balch School during the spring and fall. (Organization like this seems impractical when there is snow on the ground.) Pupil leaders were trained to take charge of games at recess. Every child was required to play some game, but he could choose the one he liked best. Al- though the experiment was not an unqualified success, there seemed to be more children playing actively, and the standard of sportsmanship was higher.

Much emphasis has always been put on posture. Last year, in order to stimulate interest among the children, posture contests were held in three schools, the Shattuck, the Winslow, and the Cal-

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lahan. Four to six children were selected from each grade by their teachers on the basis of the best all around good posture over a period of about a month. From these, the members of the Physical Education Department selected the one best boy and the one best girl in the whole school. Pictures of the winners were taken and posted in the schools.

In the spring two of the schools put on demonstrations for their Parent-Teacher Associations. At the Callahan School the pro- gram was a cross section of the regular class work. It consisted of marching, exercises, games, folk dancing, and modern dancing. The program of the Shattuck School consisted almost entirely of folk dancing. A suggestion of a costume added to the spirit of the dance. In both demonstrations, all the children in the school had a part.

In the fall the elementary grades were included in a demon- stration for the Norfolk County Teachers' Convention. The Pro- gram:

I. Correlation of Dancing and Music

A. Tempo-Miss Cuff's class, grade 2, Winslow School. The children showed how music of various tempos suggested different steps.

B. Note Value-Miss Goodsell's class, grade 5, Balch School. Using 4/4 time as a basis, the class took one step on each note. First they showed whole notes, half notes, quar- ter notes, eighth notes, and dotted eighth and sixteenth notes. Then they read from the board a series of these notes with the order mixed. They had not seen that particular arrangement before. They were sight reading the notes with their feet.

II. Correlation of Dancing with Art

A. Axial balance-Miss Talbot's class, grade 4, Callahan School. Under the direction of Miss Helen Arnold, the children had drawn designs using the principal of axial balance. With these designs as patterns, groups of three to five children made up dances.

B. Central Balance-Miss Hayes' class, grade 6, Shattuck School. The method was the same used by the group doing axial balance designs.

III. Translation of an Idea into Action-Miss Flaherty's class, grade 3, Balch School. The idea of the train was repre- sented by dividing the class into groups and having each group do a different action. One group produced the sound effects; a second showed the wheels; a third acted as shovelers of coal. All these actions were done in a definite relation to the beat of the drum.

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Junior High School

We have attempted to carry on our Junior High School pro- gram after the same fashion as our elementary grade program, with the thought in mind of the difference in age and the physical development of the pupil. Therefore, our program consists of such activities as games of all types, from the simple to the highly or ganized, thus calling for skillful team play. Many of these games are played after school hours, and the pupils are encouraged to participate. Surely there could be no better way for our pupils to spend their leisure time than in the gymnasium with supervised play. The posture of our pupils has improved decidedly. Due to the stress emphasized in the elementary grades, we have noticed a great falling off in faulty posture in the Junior High School. With the co-operation of the school nurses and the physical education department, talks and motion pictures on posture have been given. The pupil at that time feels quite free to ask many questions and may check his or her own posture.

Dancing which we have emphasized so greatly in the elemen- tary grades is to take its place very definitely in our program, first folk dancing and later modern dancing, rhythms and pat- terns, and then on to social dancing in mixed groups. Not only during club period, but also in class period dancing is taught.

In co-operation with the guidance work, parties for the ninth grade have been held on Friday or Saturday evening from 7 until 1 o'clock, thus teaching our pupils correct formal dances. It has proven most successful and a worthwhile project.

As in past years, an Athletic Dancing program has been car- ried on. At the Norfolk County Teachers' Convention a demon- stration of this work was given. We find that in this project some boys who apparently possessed no sense of rhythm at all have learned the meaning of time and not only have danced fairly well, but also have improved their posture, poise and co-ordination.

Senior High School

We are now going into another age of the development of the pupil. The program here centers around exercises, apparatus, organized games, physical tests, and after school activities. With the co-operation of the school physicians, dentist, and nurses, all pupils are given a thorough examination, with the thought in mind of finding out the efficiencies or deficiencies that had devel- oped.

Through the co-operation of Boston University, the Physical Fitness Index was found for all boys. This consisted of the testing of the lung power, the hand grip, the back lift, and the leg lift of each individual. We have kept the result of this test for the past three years, and it is very interesting to study the results from year to year.

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Norwood annual report 1939-1941, Part 44

Author: Norwood (Mass.) Publication date: 1939 Publisher: The Town Number of Pages: 1396

Author: Norwood (Mass.)
Publication date: 1939
Publisher: The Town
Number of Pages: 1396