Initial interest of students may be stimulated through directed observation of the many things about them which are good in color and design or by discussion of problems which are very pertinent to girls' art needs or desires.[ 16] However, conscious effort on the part of the teacher is necessary to "open the windows of the world," if pupils are to develop real interest and experience such enjoyment from the beauty which surrounds them that an ideal of attaining beauty in dress and home is established. A definite plan is necessary for stimulating this interest which is said to be possessed by all. Without an interest that will continue to grow from day to day it is difficult to develop the necessary judgment abilities for solving everyday problems in selection and arrangement.
Professor Lancelot[ 17] suggests the following procedure as the initial steps in the building of permanent interests:
1. Early in the course endeavor through general class discussions, rather than by mere telling, to lead the students to see clearly just how the subject which they are taking up may be expected to prove useful to them in later life and how great its actual value to them will probably be.
2. At the same time attempt to establish clearly in their minds the relationships that exist between the new subject, taken as a whole, and any other branches of knowledge, or human activities, in which they are already interested.
3. Specify and describe the new worthwhile powers and abilities which are to be acquired from the course, endeavoring to create in the students the strongest possible desire or "feeling of need" for them.
If this procedure is followed, in the field of art the teacher will refrain from merely telling pupils that art will be of great value to them later in life. On the other hand, in creating interest it is suggested that class discussion of general topics within the range of pupil experience and of obvious need be used to awaken an interest in the value of art in their own lives.
The teacher must be sure that the topics are of real interest to the pupils. For example, which of these questions would probably arouse the most animated discussion: "What is art?" or "Arnold Bennett says, 'The art of dressing ranks with that of painting. To dress well is an art and an extremely complicated and difficult art.' Do you agree with Arnold Bennett? Why?"
Other discussions may be started by asking questions such as the following:
1. Have you ever heard some one say, "Mary's new dress is lovely but the color is not becoming to her"? Why do people ever choose unbecoming colors? Would you like to be able to select colors becoming to you? How can you insure success for yourself?
2. Movie corporations are spending great sums of money in an attempt to produce pictures in color. Why do they feel justified in making such expenditures to introduce the single new quality of color?