Measurements may again be taken and compared with the divisions of the window. The class may be led to decide that a plain dress is divided best by a belt which comes some place a little above or below the center of the total length.
Class develops statement of principle for good proportion
"If you wanted to help someone to divide a space so the resulting parts would be pleasing, what directions would you now give them?" Each member of the class may be asked to write out a statement of directions. Some of these may be put on the blackboard and the class members given an opportunity to choose the one which they think would be most helpful in obtaining space division. The final statement should bring out the following: When a space is to be divided the result is most pleasing if the dividing line falls at a point between one-half and two-thirds of the length divided.
To insure real ability to use the principle of space division which has just been developed, it will be necessary to give the class several problems which they may judge as a group. These in turn should be followed by other problems which will call for individual planning and the application of the principle in their solution. The number of such problems will vary with the class, but there should be enough to insure the desired ability. Furthermore, those given should be from as varied fields as possible so that the pupils will be able to make their own applications as needed.
Series of Suggested Problems to Test Pupils' Ability to Recognize and Use the Principle of Proportion Just Developed
Judgment problems given for class solution
1. "In which of these doors do you think the division into panels is most satisfactory? Why?"
In this problem, as in the succeeding ones, the solution is not considered adequate unless each pupil can justify the choice she makes or the answer she gives according to the principle which was established in the earlier part of this lesson.
2. "On which of these book covers do you think the space is best divided? Why?"