It might be well to inquire at this point the meaning of the word problem as used in this bulletin. According to Strebel and Morehart[ 21]—
Probably there is no better definition of a problem than the condition which is spoken of by Doctor Kilpatrick as a "balked activity." This idea is general enough to include all sorts and phases of problems, practical and speculative, simple and difficult, natural and artificial, final and preliminary, empirical and scientific, and those of skill and information. It covers the conditions which exist when one does not know what to do either in whole or in part, and when one knows what to do but not how to do it, and when one knows what to do and how to do it but for lack of skill can not do it.
In teaching by the problem-solving method Professor Lancelot[ 22] makes use of three types of problems.
Through the first type, known as the inductive problem, the pupil is to determine certain causes or effects in the given situation. In determining these causes and effects, various details of information are needed but these do not remain as isolated and unrelated items. Out of the several facts is evolved a general law, a truth, or a principle. For example, in developing pupil ability to understand and use the underlying principle of emphasis, the teacher may make use of such questions as:
Have you ever tried to watch a three-ring circus? Pupils are given an opportunity to relate their experiences.
Have you ever seen a store window that reminded you of a circus? In which of the store windows on Center Street do you think the merchant has displayed his merchandise to the greatest advantage? Why?
From a discussion of such questions as these the teacher can lead the pupil to realize the desirability of avoiding confusion in combining and arranging articles used together and to understand at least one way of producing the desired effect.
The next type is the judgment or reasoning problem, which offers two or more possible solutions. In certain subjects as mathematics in which there is but one correct answer, the reasoning problem is used. In other subjects in which, in the light of existing conditions, there is a best answer, the judgment problem is used. This best answer or final choice is determined upon the basis of the law or principle established through the inductive problems. Few subjects are more concerned with the making of choices than art. For this reason, judgment problems play an important part in an art training which is to function in the daily lives of pupils. As soon as a principle has been tentatively established, it is desirable to give the pupils an opportunity to recognize the use of the principle in several similar situations and to use it as a basis for making selections. For example, following the establishment of the principle of emphasis, the teacher may ask the pupils:
Will each of you select from these magazines an advertisement in which your attention was immediately attracted to the article for sale? Be ready to tell the class why you were attracted to this piece of merchandise.
The third and final type is the creative problem, which makes use of the truth or principle discovered in the inductive problems, so that the pupil is encouraged to do some creative thinking by using the principle as the basis for determining procedure to follow in a new situation. Since everyday living is full of opportunities for making choices and combinations, it is essential that both judgment and creative problems be included in practical art training. For example, to teach the use of the creative problem in the study of emphasis the instructor may say to a pupil: