5. Good technique.—An article may be well planned, with good design and pleasing decoration, and may be one that would not require too much time in the making, but the finished product may not be acceptable because of poor technique. Laboratory problems should require only that type of technique which can be achieved successfully by the pupil.
The ultimate purpose of this particular part of the training in art related to the home is to enable girls and women to make selections for their homes that will contribute to their attractiveness rather than to produce artisans in the various crafts. Therefore the selection of class laboratory problems must be made most carefully. The teacher will need to emphasize repeatedly the importance of structural value, as well as the utility of articles if the pupils are to appreciate these qualities as more fundamental than decoration.
Difficult situations often arise as a result of poor choices on the part of pupils for their laboratory problems or for the decoration of articles to be made. Great tact is required in leading pupils to see that such choices are poor without offending them. It sometimes means slow progress and waiting until the class judgment brings out opinions that may have more weight than those of the teacher. It is more effective for a teacher to allow a pupil to proceed through the "trial and error" method than to completely discourage the making of the poorly-chosen article. However, the successful teacher must evaluate each situation in light of the cost in time and money and the effect that failure would have upon the individual pupil. The most important consideration is that out of the experience the pupil will progress toward the desired objectives.
The "trial and error" procedure is well illustrated in the following report of a Wisconsin high school teacher:
Related art is taught in all units but is taken up in detail for the first time in the sophomore year in home furnishing and decoration, wardrobe planning, and the Christmas gift unit. Most of the girls come from very poor homes; and the prevailing idea of beauty is largely artificial flowers or large framed family photographs.
The aim in the related art work has been to help the girls use the things they already have and to appreciate beauty in the things they own and have the opportunity to buy or see.
The following problem arose in the sophomore class of 27 girls in the home furnishing and wardrobe planning unit:
The girls were to make Christmas gifts in which their knowledge of design and construction was to be applied. The gifts were to be for some particular member of the family or friends. After deciding what they were to make they planned the design and colors. Some of the girls used yarn or bias tape designs on theatrical gauze or monk's cloth, making scarfs, pillows, curtains, davenport covers, or couch covers. Others made collar and cuff sets, aprons, underwear, towels, laundry bags, pan holders, or passe partout pictures.
Elva came to school with a blue bird panholder to embroider in many colors as her gift to a married sister. I told her it would take much time and I wondered if it were worth while putting the time on a panholder. I asked her if the design were appropriate, and she said she liked it better than the plain quilted holders.