Section II

PURPOSE OF THE BULLETIN

The aim of related art education is to develop appreciation and character through attempting to surround one's self with things that are honest and consistent as well as beautiful.—Goldstein.

The vocational programs in homemaking are designed for girls over 14 years of age in the full-time day schools, many of whom do not complete high school or do not have opportunity for more than a high-school education; for those young girls, 14 to 18 years of age, who having dropped out of full-time school can attend the part-time schools; and for women who are in position to attend adult homemaking classes. The provision of time in the programs for related subjects as well as for home-economics subjects covered in these three types of schools has made it possible to develop the principles of art and science as more than abstract theories. In this way these principles become fundamental to the most successful solving of many of the problems in home economics. The fact that these principles may be applied repeatedly in many different home-life situations means in turn a very much better understanding and subsequent use of them.

Through the comparatively few years in which these vocational programs have been in operation, teachers in all States have attempted with some success to give an art training that is both practical and vital to young girls and women. They have, however, been confronted with many baffling problems. Some of these have been considered by committees on related subjects and an urgent request was made by one of these committees that a more detailed discussion of these problems be published. It is the purpose of the bulletin to point out some of the most significant problems in connection with art courses that are related to the work in homemaking and to present the pooled thinking of various groups upon them to the end that girls and women may know how to make their homes attractive even with limited incomes and how to choose and wear clothing effectively and becomingly. Some of the questions to be answered in an attempt to solve these problems are:

1. What should be the place of art in the homemaking program?

2. What are pupils' greatest art needs?

3. What classroom training will help meet these needs?

4. What are the best methods to use in teaching art?

5. To what extent will laboratory problems function in meeting pupils' needs?

6. What results should be expected from art training in the homemaking program?

7. How can these results be measured?

In vocational programs the courses or units in art related to the home are taught by both art teachers and home-economics teachers. In the larger schools they are frequently assigned to the regular art teacher, provided she has had sufficient contact and experience in homemaking to give her the necessary background for making the fundamental applications. In this case she follows very closely the work in the homemaking classes and makes use of every opportunity for correlation of her art work with the home.

In the smaller schools in which the vocational programs are organized there is usually no special art teacher and therefore the home-economics teacher must give all of the art work. In most States training in art is included among the qualifications for vocational home-economics teachers. The teacher-training institutions are providing instruction in art and also special methods courses in the teaching of related art in public schools in order that their prospective teachers may be as well prepared as possible to handle the related art as well as the home-economics courses.

This bulletin is intended as a help to teachers of related art courses, be they regular art teachers or home-economics teachers, to art instructors and teacher trainers in colleges, and to supervisors of home economics. The following tabulated suggestions indicate how it may be of service to these four groups:

Chart 1.—Suggestions for use of this bulletin by teachers

Groups	Uses
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.