Take as an illustration the bookrack, [Fig. 7]. To present such a problem we would place upon the blackboard the blank forms as shown, also the decorative form as shown.
The lesson immediately divides itself into two parts for consideration: (1) The Construction, (2) The Decoration. Under the subject of Construction our normal school notes would suggest the following points to be brought up: Use, Construction, Decoration; Requirements of Utility; Limitations of Materials and Processes; Proportions of Parts and Details; Harmony of Parts and Details; Points of Force; Construction as Decoration. (According to Payne.) Under Decoration: Supporting Outline; Center of Interest; Symmetry; Repetition; Radiation; Rhythm; Contrast; Proportion in Curves; Proportion in Spaces; Unity; Subordinate Centers of Interest; Balance.
FIG. 7. TEACHING DESIGN IN THE PROBLEM OF THE BOOK-RACK.
| CONSTRUCTION | ||
| DECORATION | ||
| OUTLINES | ||
| MOTIVE GIVEN | ADAPTATION | |
| APPLICATION— BY A PUPIL | ||
Taking these in their natural order, but without making much ado about the “framework,” the shop man who has made some study of the principles involved can call the boys’ attention to the most important points:
(1) The construction. Since the shopwork is to be carried on by class instruction and not individually, it will be necessary to limit the joint or joints used to those specified for the Group in which the project is to be worked out. Joints of previous Groups may be used also. The book rack will be made in Group VII. Some form of the groove joint is to be used, none other.
Here we call attention to the difference between the designer and the shop man in their handling of the problem. The discussion of construction gives the designer an opportunity to display the possibilities of his subject. He enumerates all the joints that may be used with propriety in making such a piece as the bookrack, and the pupils are encouraged to make use of as many varieties as possible. He is totally oblivious of the fact that, while this is good teaching in design, it is making the applications impossible except with individual instruction—a method of instruction that may be used in small school systems but not in cities.
(2) The manner of placing the members and the use to which the rack is to be put will together determine the proportions of the members.
(3) For decoration, we might depend entirely upon the good form of the outline and the stain and grain of the wood. With this particular piece, however, we shall make use of a decorative form which will be outlined or incised and colored with a dye.