Laboratory problems that are well selected and wisely directed will result in one or more of three values:
1. Pupils may have a better appreciation of fitness and purpose.
2. Pupils may have a greater desire to own and use beautiful things.
3. Pupils may have a greater appreciation for possibilities of beauty in the simple things.
With these possible values in mind the teacher will need to determine which of the many laboratory problems can be used most effectively.
The following standards are offered as a basis for evaluating the various possibilities for such laboratory problems:
1. Time.—This is probably the most important factor because, in the first place, many laboratory problems are far too time consuming, and, in the second place, the total time allotment for an art course is usually limited in the vocational program in homemaking. Every article which can be justified for a school problem should require a relatively small amount of time and few repetitive practices.
2. Ultimate use of the article.—This is a factor which is often lost sight of and as a result girls make ruffled organdy or embroidered or quilted silk pillows for which they have no real use. Every article should be evaluated in terms of its relation to use and surroundings and be chosen for a specific place.
3. Structural quality of the article.—"Structural design is the design made by the size and shape of the object."[ 24] Laboratory problems involving structural design afford opportunity to make use of several art principles, but to bring about structural beauty the pupil must have achieved real ability to use these principles. Every article should meet the fundamental requirements of good design.
4. Suitable decoration for the article.—"Decorative design is the surface enrichment of a structural design." Too often decoration has failed to contribute to the appearance or to the utility of the article. Decoration, if any is used, should make a lasting contribution rather than a temporary appeal.