Teachers of art have a double problem in the selection of illustrative material in that they must not only choose those things which meet the above standards, but they must eliminate those in which there are unrelated factors which cause a lack of clarity. Quality rather than quantity should be the guide in making selections, for a small amount of well selected and arranged illustrative material is usually more effectively used than a large unorganized collection. Having determined upon the pieces of material that are desirable, the next problem is where to obtain them. Every teacher of art should build up her own personal collection of materials to supplement what can be procured from other sources, for one teaches best from her own material. At the same time, the teacher has a responsibility in guiding the selection of some pieces which should be provided by the school as permanent illustrative material. Still other pieces which it is inadvisable for either teacher or school to buy may be borrowed for special purposes. Chart 3 lists the general types of illustrative material and indicates possible sources of this material.
Chart 3.—Types and sources of illustrative materials
| General types of illustrative materials | Sources of these materials |
|---|---|
| I. Articles and materials in everyday use: | |
1. School-owned materials—
| 1. This collection will be accumulated as funds are available and as desirable articles are located. Certain things as bits of yarns and scraps of materials may be contributed by members of classes. |
2. Borrowed materials—
| 2. Borrowed from teachers, homes, and stores in the community. |
| II. Collected and constructed materials: | |
1. Collected—
| 1. Collected by the teacher from commercial firms and magazines. Much of this material comes to the teacher by virtue of her position and should therefore be considered school property. |
2. Constructed—
| 2. Made by the teacher. |
- Book ends.
- Candlesticks and candles.
- China.
- Colored papers.
- Curtains.
- Flower vases and bowls.
- Necklines cut from neutral fabrics.
- Pictures.
- Screen.
- Swatches of fabrics—
- For color.
- For design.
- For texture.
- Wall hangings.
- Yarns of many colors.
- Brass or pewter articles.
- Wardrobe accessories.
- Dresses.
- Dressing table articles.
- Household linens.
- Picture molding samples.
- Scarfs.
- Small tables.
- Table runners.
- Trays.
- Magazine covers.
- Magazine advertisements.
- Magazine articles and illustrations.
- Commercial advertising—
- Booklets.
- Boxes of miscellaneous size and shape.
- Catalogues—
- Wallpaper.
- Furniture.
- China.
- Silver.
- Pictures.
- Floor coverings.
- Charts—
- Paints and enamels.
- Fabrics.
- Dyes.
- Colored paper samples.
- Fabric samples.
- Paper models representing—
- Margins.
- Space divisions.
- General proportions.
- Repetition of units.
- Harmony of shapes.
- Colour wheel.
USE
The above list of illustrative material should in no way be considered as representing all that should be provided for the teaching of art nor as meeting minimum requirements. It is, however, indicative of some of the materials that are desirable and most usable as well as available at a small expenditure of money.
The finest collection of illustrative material is futile if it is not used in such a way that the pupils see the significance of it and develop discriminating powers through the use of it. Charts and other materials lose their value if hung around the room or left in the same arrangements from September to June. Little notice is taken of them for they seem to become a permanent part of the background. Most charts are not decorative and their use should be confined to that part of the work to which they definitely contribute.