USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1945-1947 > Part 40
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TOWN OF NORWOOD
of his mediocrity in the subject clings with him throughout his life. Only the physi- cal problems of acquiring skill have grown to form the core of his art appreciation.
It has long been evident that the public school cannot, in the limited part of the pupil's life apportioned to it, equip the child to any great extent with practical ability in all phases of art. It could not do so even if far more time were allocated for this purpose than is now given. For two sound reasons - all children are not equally endowed to express themselves through drawing, and the field of art is too large and varied to allow a free flow of student interest in all these fields.
The New Approach
Our object by the new program is to make art vital knowledge, applicable to the life needs of all our students, regardless of their individual limitations at the manual art skills. We offer them an opportunity to understand the simpler working phil- osophies of the broad field of art. We hope to instill in their individual desire the will to make a choice of those things in their life which by their artistic pattern afford them the right to challenge the efforts of others to dictate such a choice. We want their understanding and developed appreciation of art to best personify those artistic ideals in their lives which may give them the best possible personal happi- ness through the expression of individual taste.
The subject of art is filled with fundamental understandings which, if communi- cated to the child, will aid him in the reconstruction of classroom experiences to meet his new needs. Even young children are frequently called upon to make choices involving art considerations. As children grow older, ability to discriminate and exercise choice grows more and more important. The aim of the functional ex- perience of art education is to teach pupils to think. It makes obsolete the criticism that art work provides pupils with a "mental holiday."
During the last decade we have become increasingly concerned with the learn- ing factor as well as with the doing factor of art. This change in emphasis does not necessarily imply less doing; it merely means the supplementing of the doing with appropriate learning situations with which the field of art is uniquely endowed. This phase of art program aims to establish standards of esthetic thinking which will enable the child to choose with confidence between the good and the inferior. Thus, visual and esthetic faculties are developed in the child early in life. The cultivation of these faculties will have as its natural and inevitable result the appreciation and production of beauty.
To help provide for the completeness and fulfilment of such a new program of study the following precepts are established:
1. Art will bring into a child's life the desire to enjoy, according to his own na- ture and circumstances, such beauty as he is capable of absorbing into the pattern of his daily life.
2. Art should attract student interest to those principles of composition, rhythm, and color which have proved to be controlling factors in the improvement of design.
3. Art will help the student bring out his own creative instincts, desires, feelings, and abilities by acquainting him with a variety of media that he may have the opportunity of learning by experience how art and expression are born.
4. The art curricula should show the pupil the integration of all artistic forms that he may become aware that in every human action there is the application of an art principle.
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REPORT OF SCHOOL DEPARTMENT
5. A purposeful art program, though it must offer the student time to enjoy his free expression of ideas, and increase his desire for skill, must serve also to make the pupil conscious of the true esthetic values which are the core of every creative activity.
6. By the comparison of social influences and art, and the parallel principles of art and science, it whould be within the scope of the art course, at least in upper grade levels, to stimulate thinking.
7. An art program should exemplify freedom, and it should embody those vir- tues of good living and good character which might prepare and guide young minds to aspire toward those human ideals most desirable in our democratic type of government.
To furnish a child with ideas and understandings interesting enough to impel his curiosity to know the limits of his ability to express artistic taste, without neces- sarily involving with it an act of creating, and to inspire his more active use of his own ideas to form the direction of thought as it pertains to the design in his life, and to encourage the strength of this conviction that it may grow with him through his years, must be the fundamental viewpoint of a better art program.
The Program as a Unit
That a common understanding may be gained by all teachers from the course as it is outlined for all the grades, there has been made available for each teacher a complete program with grade outlines. It is essential that each school carry along harmoniously the same program as part of the whole unit.
Teacher Guidance
By classroom visitation, by conference, and by visual aid material, we are at- tempting to support the teachers of art as much as possible. With many teachers, art is a subject so vague in its definition that often much difficulty is experienced in trying to put across its elemental understandings. This problem is the one which required the most attention and some degree of patience by all as we try to bring about a gradual readjustment. We must insure effective teaching and a great effort is being made to provide each teacher with written and illustrated material to acquaint her and her class with a new type of art work.
Art as an Elective and Major Subject
In these courses, because the student has voluntarily made his choice, it must be considered that he has certain rights to plan the work he wishes to pursue. These courses also differ in that many students desire more creative work than there was time for in the lower grades. Generally, it offers each student the opportunity for such specialization as he may desire within the physical limits of the classroom and its equipment. Students in the art major course are carefully guided, their basic knowledge and their experimentation with new media increased, and their skills are provided an opportunity for improvement. In every way students try to make art teachings applicable to common use.
Activities
Elementary Schools. Signs of early progress are developing in the 5th and 6th grades. Two units have been initiated.
Art in the Home - a simple analysis and study of the purpose of floor plans, problems of exterior design, problems of landscaping, the development of modern
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TOWN OF NORWOOD
furnishing and appliances, the newer methods of home construction. The primary emphasis is upon the child's early growth of interest in an attractive home and the elemental growth of his understandings with regard to the problems of efficiency as part of the general design.
The Art Media - a unit of work which attempts to acquaint the child with the properties and appearances of original drawings and paintings done in Oil, Water Color, Pastel, Temera, Pen and Ink, Pencil, Crayon, Block Printing, Etching, and Lithography. He learns to recognize reproductions of each of these and incor- porates them in a well-planned and attractive notebook.
Work in the other grades is still proceeding much along the line as in former years though more and more is being done to shift the emphasis toward the newer art meanings.
Junior High School. Much progress has been shown here because our teaching is a painter in his own right and because he has a clear understanding of this pro- gram. The major units have been: Art in Daily Living, Modern Home Planning, Problems of Community Planning, Art Mediums and Their Recognition, and the Outlook of Modern Painting. The block cuts and production of the school publica- tion have become an outgrowth of the Art Club and definite plans have been made for the functional improvement of the art room.
Senior High School. The program here has been diversified to accommodate the varied desires of students who are seeking specialized creative work and much is being done to keep the art groups busy throughout the school in the functions most needing their creative abilities and offering them first hand art experiences. The most important drawback to the present program, however, is that art major students are not treated as class units. This makes the teaching problem a great burden but the situation has been promised an improvement in the succeeding year.
Conclusion
This report, though necessarily brief, has expressed the need for a fundamental change in our art program, and has outlined the way we hope to bring about such a change.
I wish to express my sincere appreciation to Mr. Lynch for his warm interest and co-operation. And to each of the principals and teachers with which the de- partment comes in contact, my sincere appreciation for their patience and under- standing, which will go far to make this program a success.
WALTER E. LUNSMAN.
REPORT OF THE DIRECTOR OF MUSIC
I herewith submit the report of the Music Department for the year ending De- cember 31, 1946.
The method used to teach music in our schools is based on a definite educational philosophy and research and is so graded as to reach all pupils. Music is integrated with the other subjects in the curriculum and has an important place in the life experience of the students.
Elementary Schools
A fact which has presented itself quite forcibly is the genuine musical interest that prevails in all grades. Theory, Sight Singing, and Instrumental Music are
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REPORT OF SCHOOL DEPARTMENT
progressing equally well insuring a high degree of creative activity, full participa- tion, and initiative.
In addition, all children are given the opportunity to acquire a good musical foundation. There are now 633 pupils enrolled in the elementary grade instrumental classes as follows:
Balch
177 Shattuck 148
Callahan.
135 Winslow-West 173
Junior High School
Although the classes meet only once a week, and in some cases less often, very creditable work was accomplished in singing and theory. Besides an orchestra of 43 players and a band of 39 players, there are 82 pupils enrolled in the various instrumental classes.
Senior High School
Musical talent exists to some extent in every human being. This potential talent may be developed in many ways.
In the Senior High School, the students may elect Theoritical Music, Applied Music, or both. The number of students in these various classes are as follows:
Music Major
38 Voice Training 54
Music Appreciation 58 Orchestra 38
Out of these classes, several groups were formed and gave several performances in and out of town with great success. Some of the rehearsals necessary to prepare these special groups were held during the homeroom period; the others were held after school.
These groups have expressed the wish to continue working together in and out of school. We hope to be able to keep these students together since such an asso- ciation would prove a boom not only to the students but also to the community.
Besides these special performances, there were many other musical activities among which were the Annual Concert given by pupils from Grade one to twelve, the Senior Musical, and various public appearances by Elementary and Junior Groups.
One of the highlights of this year was the Senior Band. The members of this organization gained great commendation for their appearance and their playing at football games and in parades.
Conclusion
I wish to take this opportunity to express my sincere appreciation of the help- ful interest and the co-operation of all who have aided in the work of this department.
JOHN V. DETHIER.
REPORT OF THE DIRECTOR OF PHYSICAL EDUCATION
The report of the Physical Education Department for the year ending Decem- ber 31, 1946, is respectfully submitted.
Since taking up my duties in September, 1946, it has been unnecessary to make any major changes in the physical education program so well established by Mr. H. B. Murray.
Introduction
Education in America has a responsibility, as have other great social institu- tions, to help boys and girls live effectively in a democratic society. Education dedicated to the democratic ideals of this society must provide :-
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An opportunity to deal honestly and realistically with problems which come within the experiences of boys and girls and within the experiences of teachers.
A program rich in knowledge, skills, techniques, and understandings in all areas of life.
An opportunity to recognize and deal effectively with needs and purposes of boys and girls.
An opportunity to translate ideals of democratic society into everyday living and teaching.
Physical education has the same responsibilities and the same objectives as has education in general. It is that area of education which, because it deals with the body in action, in movement, has one of its major aims the development of the more sensitive control of this instrument for more effective functioning. It is signifi- cantly that area which deals constantly and continuously with the individual in his most dynamic learning, for he moves, sees, thinks, feels at once in situations of social and democratic import.
The physical education program must provide :-
An opportunity for the promotion of vigorous normal growth through a wide range of large motor activities such as natural activities of daily life, free and in- dividual play, games and sports, dance, athletics, self-testing activities, relaxation and rest, remedial and adapted activities, co-educational and co-recreational ac- tivities, trips, and parties.
An opportunity for the development of sound attitudes, habits, and knowledge of wholesome living.
An opportunity to develop interest, joy, and satisfaction in many skills, and these skills in terms of sports, dance and recreational activities, now and which will continue in the mature use of leisure time.
Physical Education Program Senior High School - Boys
An integrated program of physical education that included calisthenics, group correctives, combative activities, tumbling and stunts, and group games was carried on during the year.
The athletic program consisted of the following sports:
Varsity football
Hockey
Junior varsity football Outdoor track
Varsity basketball Golf
Junior varsity basketball Varsity baseball
Intramural basketball Intramural baseball
Mr. John Sullivan started the intramural basketball program on December 6, 1947, which continued through December 20th. Approximately 78 boys participated in this activity and the breakdown consisted of four sophomore teams - thirty players; four junior teams - thirty-two players; and two senior teams - sixteen players. Fundamentals and drills served as the highlight of the program, and some likely prospects seemed slated for the varsity squad.
The final contests in this intramural competition decided the inter-class cham- pionship team after various clubs were eliminated to decide the respective class championship club.
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REPORT OF SCHOOL DEPARTMENT
A varsity and junior varsity basketball schedule of fifteen games in competi- tion with Bay State League teams was completed in a successful manner and over thirty boys participated in this activity.
Varsity hockey under the direction of Mr. Everett Learnard began in November, and the schedule included teams in the Bay State League. Practice sessions were held in the Skating Club and Arena in Boston. The squad was composed of about thirty players.
Mr. Clifford Wheeler, outdoor track coach, inaugurated the outdoor track season early in April, and over thirty-five likely candidates answered the call. Sev- eral Triangular and Dual meets were held at home and away. In general, the squad enjoyed a most successful season.
Varsity baseball and intramural baseball began in April and an enthusiastic group of boys reported to the respective squads. The baseball coaches were ex- ceedingly busy with their different schedules, and both completed successful seasons.
On August 22, 1946, the first varsity football meeting was called at the High School, and over sixty boys were present to meet the new coaches and discuss the football plans for the coming season. Steven Levanitis was appointed varsity line coach. The first official practice took place on August 26th at the high school field, and double sessions were held until the opening of school. Calisthenics, warm- ups, and rugged conditioning exercises were scheduled for about a week followed by body contact work, dummy scrimmages, and the introduction of the T and single wing system of football. The 1946 record was as follows:
Norwood 7
Needham 6
Framingham 12
Norwood 0
Belmont 12
Norwood 0
Malden Catholic 13
Norwood 7
Norwood 20 .
Marlboro 0
Norwood 13
Cambridge Latin 0
N. Quincy 20
Norwood 14
Norwood 20
Punchard 0
Norwood 45 Dedham 7
Natick 6
Norwood 0
The season's record was five wins against five losses. Norwood scored one hundred and twenty-six points against the opponents' seventy-six points.
The junior varsity football team coached by Mr. John Sullivan was composed almost entirely of sophomores. Approximately thirty boys reported for practice sessions and completed an eight game schedule with the following schools: Need- ham, Natick, Framingham, Braintree, Dean Academy, Dedham, Canton and Cathedral.
Senior High School - Girls
This program, under the supervision of Miss Erna Kiley, included calisthenics, gymnastics, marching, corrective exercises, rhythmic and folk dancing, and group games.
The athletic program consisted of intramural basketball, both indoor and out- door, volley-ball, varsity basketball, and softball. Over sixty girls participated in these activities, and a varsity basketball schedule was completed with six neighbor- ing high schools. Archery and tennis instruction were also experienced with a great deal of success, and a large percentage of students took part in these sports.
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TOWN OF NORWOOD
The girls' athletic program and intramural program are now operating as they previously had been prior to the war.
Junior High School - Boys
Under the supervision of Mr. John Dixon, the program at the Junior High School included marching, calisthenics, gymnastics, apparatus, corrective exercises, group games, health hints, and a sports club.
The athletic program consisted of varsity and junior varsity basketball, varsity baseball, intramural baseball, and intramural basketball. Total participation was about sixty per cent, and enthusiasm and interest was very keen.
Junior High School - Girls
The physical education program for girls directed by Miss Ellen Gifford, Physi- cal Education instructor, included corrective exercises, calisthenics, formal march- ing and gymnastics, apparatus, dancing, pupil leadership, group games, and health hints.
An excellent intramural program in basketball, baseball, and softball was carried out with over seventy-five girls participating.
Elementary Schools
No formal program by a Physical Education instructor is carried on in the ele- mentary schools at the present time. However, the classroom teacher practices daily health lessons and supervises a play program for these children.
Health and Hygiene Education
Health education classes are organized in the sophomore classes for boys and girls while classes in hygiene are given weekly to senior high school boys and girls.
The general objectives of the health program are:
To improve the general condition of the individual so that he may function normally, may avoid disease, and may fit himself for his life work,
To develop the functional power of each individual consonant with his needs and capacities,
To develop in the pupils an interest in good body mechanics through self ap- praisal and group judgment, and
To present to the pupils health instruction material that is progressive, scienti- fic, social and individualized.
Conclusion
I sincerely thank the Superintendent of Schools, School Committee, faculty, and physical education department for their splendid co-operation and assistance this past year in aiding me to realize the aims and objectives of our physical education programı.
ORLANDO SCAFATI.
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REPORT OF SCHOOL DEPARTMENT
REPORT OF THE SUPERVISOR OF ADULT EDUCATION
The following is the report of the Supervisor of Adult Education for the year ending December, 1946.
At the present time, the most important Adult Education project being spon- sored by the Department of Public Schools is the Norwood Regional Veterans' Education Program. This program began on December 13, 1945, and has con- tinued without interruption to the present. Courses for veterans were held during the summer months with surprisingly good attendance.
From an original enrollment of eighteen veterans the program has expanded rapidly. A total of two hundred and twelve different students have been enrolled in courses since the inception of this program. Of this number eighty-seven have either completed their work or have left to attend college, or have left for some other reason. One hundred and twenty-five are now registered - some are taking two or three courses. Thirty-seven others have applied for information about this program but have not yet actually begun their work.
At this time the three main reasons for veterans attending courses are as follows:
1. To complete a sufficient number of courses to meet the requirements for obtaining a High School diploma or a State Equivalency Certificate.
2. To review certain subjects in preparation for college entrance examinations.
3. To take subjects which will enable them to meet college entrance requirements.
These high school evening courses are open to all veterans of Norwood and the surrounding towns. Of the total number of veterans enrolled in the various courses since the program began, the distribution by communities has been as follows:
NORWOOD
DEDHAM 31 WESTWOOD 1 CANTON 34 FRANKLIN 1 WALPOLE 43 NEEDHAM 3 SHARON 17 JAMAICA PLAIN 2 MILLIS 3 74
NORFOLK 2
ROSLINDALE
1
Under a plan devised by the State Department of Education these high school courses for veterans are set up so that a veteran may enroll at any time and advance at his own rate of speed. Course outlines in each subject are supplied by the State and textbooks are supplied by the town of which the veteran is a resident. Salaries of teachers are paid by the State.
Some courses lend themselves better to class work than others. In English, for example, besides individual work, quite a bit of class work is carried on. In mathe- matics the instructors try to reach every student at every session individually to help untangle difficulties, to test progress, and to direct further progress.
An all-day conference of instructors and co-ordinators of the regional veterans education centers in this state was held at the Massachusetts School of Art on Saturday, March 2, 1946. All who were connected with the Norwood program at that time attended this conference.
The present program of the Norwood Regional Veterans' Education Center is as follows:
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TOWN OF NORWOOD
SUBJECT
TIME
PLACE
INSTRUCTOR
Chemistry
Monday 7 to 9 p.m.
Norwood Senior High School
Mr. Learnard
Algebra, 1st year Algebra, 2nd year Plane Geometry Solid Geometry Trigonometry Review Math.
Tuesdays and Thursdays 7 to 9 p.m.
Norwood Junior High School
Mr. Klugh
Mrs. White
English, 9th, 10th, 11th, and 12th Grade
Tuesdays and Thursdays 7 to 9 p.m.
Norwood Junior High School
Miss Newcomb
U. S. History and Government
Tuesdays and Thursdays 7 to 9 p.m.
Norwood Junior High School
Mr. Kenefick
Physics
Wednesdays 7 to 9 p.m.
Norwood Senior High School .
Mr. Learnard
During 1946, 62 veterans have been awarded certificates signifying the comple- tion of a course. A number of veterans have completed a sufficient number of courses at Norwood so that they have been granted high school diplomas by the high schools in the towns in which they reside.
Adult Civic Education
Classes in English and Citizenship for the 1946-47 season began at the Norwood Junior High School on November 5th, and are held on Tuesday and Thursday evenings from 7 to 9 o'clock.
There are two evening classes this year, one for beginners and one in advanced English and Citizenship. Miss Cullinane and Miss Dillon are the instructors and thirty-seven people are enrolled at the present time.
A day class for immigrants has been organized and will meet one morning a week. The presence in Norwood of several newcomers to America made this ap- pear necessary. Most of the new immigrants in Norwood are Italian and it is ex- pected that others of this and other nationalities will be coming here in the not- too-distant future.
Home study books and other materials are provided by the U. S. Dept. of Jus- tice for the use of public school departments of adult education. These courses were originally prepared for handicapped people - that is people who were either physi- cally handicapped or handicapped by location - so that they could not attend regular public school classes for naturalization preparation but wished, nevertheless, to become American citizens. In 1946, in Norwood, these courses for Home Study
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