2. The bringing in of illustrative material for class and bulletin board use.
3. The asking of relevant questions.
Some of these may be evidenced outside the regular class period. This was true in the case of Joan, a high-school freshman in an art class, who had been rather unwilling at times to accept the art standards set up by the rest of the class. Her argument was, "What difference does it make? Why can't everyone select just the things she likes?" Very little attention was definitely directed to her for she would sulk if pressed for a reason to justify her statement that everyone should choose as she liked.
One Monday morning the teacher, upon her arrival at school, found Joan waiting in the classroom to tell her of the shopping trip she had had with her mother on Saturday. Joan had selected a red silk dress which she and her mother had both liked. After going home Joan had begun to wonder if the dress would look all right with her last year's coat and hat and wanted to know what kind of hose would be best to wear with the dress. This teacher could well feel that her art teaching was developing in Joan a real interest in art.
Assumption of greater responsibility by the pupils for more attractive arrangements at school contribute another evidence of the effectiveness of art instruction. This may manifest itself in the arrangement of—
1. Articles on tables, buffets, or bookcases.
2. Flowers in suitable bowls.
3. Books and magazines.
4. Exhibit cabinets.
5. Stage settings for class plays.