8. Which of these fabrics has the most pleasing combination of stripes? Why is that piece more pleasing than the other two? (Cotton materials were provided with stripes varying from those that were regularly repeated at intervals as wide as the stripes, to those in which there was an interesting grouping of stripes of varying widths.)
9. Which of the containers pictured in this advertisement would you select to use for an arrangement of flowers? Why? (The containers varied from those which were undecorated and well proportioned, to those which were elaborate in shape as well as in surface decoration.)
10. On this page are two color combinations. Tell what scheme has been used and by what means the colors have been harmonized. (These combinations were cut from magazine advertisements in which the combinations were pleasing. The colors had been harmonized through the quality of each color as well as the area.)
In each of the above situations the answer was not considered adequate if the pupil had merely made a choice. A reason was needed to substantiate that choice and the most complete answer was based on the principles of art which applied in each case. This did not mean that formal statements of the principles were required. It was considered much more desirable to have the pupils give in their own words the art reasons which justified each choice.
That such a test gives pertinent evidence of the use pupils are able to make of their art training is shown in the words of the teacher who gave the above test:
I did not want my students to feel that art work was something to be memorized until the course was over but a thing to be carried through life. I was very much pleased with the results I obtained from the class. The pupils responded to the idea that art could be used in every phase of life even when it came to writing up their daily lessons. They no longer thought of art as something accomplished only by professional artists, nor the word as meaning painting and drawing, but as the feeling or appreciation of things beautiful in line, design, and color. By having them constantly put into practice the art principles which they learned, by the end of the art unit the pupils had enough confidence in themselves to back up each choice that they made with a reason. I felt that this type of a test was a true test of their art knowledge because it was practical.
Immediately the question arises as to the source of materials to use in such a test, for it is evident that those used as illustrative material for developing or applying principles in class can not be reused in the test.
For questions 1, 2, and 3 of the first part ([p. 59]) the materials used may be borrowed from a store or solicited from interested friends. The girls themselves may be asked in advance to bring in a scarf and some dress accessory. Since the choice is confined to an article suited for a particular garment that choice ceases to be a personal one, although some pupil-owned garments and accessories are used. Drug stores, paint shops, and drapery departments may be solicited for wall paper catalogues and samples of fabrics. Some firms will send fair-sized samples or swatches of material for class use.
In the second part of the test ([pp. 60-62]) magazine illustrations and advertisements proved to be most usable. Illustrative materials have long been recognized as having an important part to play in the teaching of home economics. The possibilities of their use in testing the results of teaching have not yet been fully appreciated. Further suggestions on illustrative materials will be found in Section VI, [page 75]. The objective type test also has its place in measuring results.[ 26]