College Teaching / Studies in Methods of Teaching in the College

by Paul Klapper

The elementary courses have undergone a number of important changes during recent years. In those of the present day more attention than formerly is given to the making of complete working drawings. In the earlier courses the elements were taught in the form of exercises. In the latter part of the courses the elements were combined in working drawings. In the modern courses, however, there is a very marked tendency to eliminate the exercise and make the applications of elements in the form of working drawings throughout the course.

In the early type of course the theory of projection was taught by using the synthetic method; i.e., by placing the emphasis first upon the projection of points, then lines, surfaces, and finally geometrical solids. In the modern type of course, however, this order is reversed and the analytic method is used; i.e., solids in the form of simple machine or structural parts are first represented, then the principles of projection involved in the representation of their surfaces, edges, and finally their corners are studied. In this type of course the student works from the concrete to the abstract rather than from the abstract to the concrete.

Fundamentals of the elementary course

Geometrical constructions, which were formerly given as exercises and which served as a means of giving excellent practice in the use of instruments, are now incorporated in working drawings and emphasized in making views of objects. It is believed that in the applied form these constructions offer the same opportunity for the training in accuracy in the use of instruments that was had in the abstract exercises, to which is added interest naturally secured by making applications of elements in working drawings.

Conventions are also taught in an applied form and are introduced as the skill for executing them and the theory involved in their construction are developed in the progress of the course.

The type of freehand lettering most generally taught is that used in practice; i.e., the single-stroke Gothic. The best commercial drafting-room practice suggests the use of the vertical capitals for titles and subtitles, and the inclined, lower case letters and numerals for notes and dimensions.

The plan generally found to produce satisfactory results is to divide the letters and numerals of the alphabet into groups containing four or five letters and numerals on the basis of form and to concentrate the attention of the student on these, one group at a time. The simple forms are considered first, and enough practice is given to enable the student to proportion the letters and numerals and make the strokes in the proper order.

It is more natural to make inclined letters than vertical ones, and they are therefore easier to execute. If both vertical and inclined letters are taught, the instruction on the vertical should be given first, as it is more difficult to make vertical strokes after becoming accustomed to the inclined strokes.

Freehand perspective sketching affords the most natural method of representing objects in outline. It is of particular value in interpreting orthographic drawing. The student who first draws a perspective sketch of an object becomes so familiar with every detail of it that he cannot fail to have a clearer mental image of its form when he attempts to draw its orthographic views. It gives a valuable training in coördinating the hand and eye in drawing freehand lines and estimating proportions. It also serves as an intermediate step between observing an object and drawing it orthographically.

Freehand orthographic sketching is now quite commonly incorporated in modern courses in mechanical drawing. Such sketches serve as a preliminary step in the preparation of the mechanical drawing. They correspond to the sketches made by the engineer or draftsman for drafting-room or shop use. The experience of many instructors seems to indicate that the early introduction of freehand perspective and orthographic sketching in a course of mechanical drawing serves as a means of developing that skill in freehand execution which is so necessary in rendering the freehand features of a mechanical drawing. When this type of skill is acquired before the mechanical work is started, the mechanical and freehand technique may be simultaneously developed.