|
IF-
!:~~ ',4;~wp;~:.i :I- i
'r" '
- .1 1
INDUSTRIAL ARTS FOR FLORIDA YOUTH
BULLETIN 726
DEPARTMENT OF EDUCATION
FLOYD T. CHRISTIAN, COMMISSIONER
TALLAHASSEE, FLORIDA
ACKNOWLEDGMENTS
INDUSTRIAL ARTS FOR FLORIDA YOUTH
resulted from a series of work sessions spon-
sored by the Florida Department of Education.
Participants included the following teachers,
supervisors, and teacher educators: Charles
Allen, Longwood; Dr. Herbert Beacham, Tal-
lahassee; Ernest Berger, Tallahassee; Marion
Brown, Orlando; Howard Bruce, Cocoa; Louis
Culpepper, West Palm Beach; John Geil, Tal-
lahassee; Dr. James Heggen, Tallahassee;
Dr. Hugh Hinely, Tallahassee; Al Howard,
Fort Myers; Stephen Johnson, Fort Lauder-
dale; James Morris, Miami; Dr. Ralph Ressler,
Coral Gables; Dr. Ralph Steeb, Tallahassee;
Dr. Harry Walston, Tallahassee. Appreciation
is expressed to these persons. The cover photo
is by courtesy of the Florida Steel Corporation.
3-7 5 0 0 `775`7
F G 63 (,L
72O1 F:C
Cl~2
''
Br
::
t. ii
FOREWORD
Industrial arts is a program of instructional
and laboratory experiences which provides
basic education related to the industrial and
technical aspects of life and offers orienta-
tion in the areas of appreciation, production,
consumption, and recreation through real
and simulated problem solving experiences
with tools, materials, and processes. The in-
structional and laboratory experiences help
students to make wiser and more valid educa-
tional and career choices. Since the American
culture is distinctly technological, and since
the primary purpose of education in any
society is to acquaint the young with the
nature of the culture and their role in it, then
industrial arts, because of its primacy, be-
comes fundamental education in the Ameri-
can school.
COMMISSIONER OF EDUCATION
MAN...
Thinks and creates
Works with his hands
Uses materials
Makes tools and machines
Develops techniques and processes
Changes his environment
Lives in a society dominated by technology
/'
r'-
7 "- ,. t
Industrial arts is the study of industrial technology
Irb)
I
I' Nii~.
-,:1
jl-
Z
~k-~c; u
COMMUNICATIONS
INDUSTRIAL ARTS
EDUCATION
FOR
YOUTH
IS
THE
STUDY
OF
TECHNOLOGY
MANUFACTURING
POWER
CONSTRUCTION
THEIR HUMAN POTENTIAL
THEREBY ENABLING THEM
TO INTERACT WITH
THEIR
CULTURAL AND
TECHNOLOGICAL
ENVIRONMENT
INDUSTRIAL SKILLS
AND KNOWLEDGE
LEARNING EXPERIENCES IN
INDUSTRIAL ARTS EDUCATION
WILL...
TO
ACQUAINT
STUDENTS
WITH
CAREERS
* ... Provide opportunities to identify
aptitudes, abilities, and interests
meaningful to CAREER SELECTION
* The student can identify and differentiate
various occupations and professions
associated with technology
* STUDENT ACTIVITIES
* Mass Production
* Field Trips
* Role Playing
* Custom Production
* Personnel Organization
* Personal Assessment
S... Will promote TECHNICAL LITERACY
in youth
Students will demonstrate technical literacy,
insight, and knowledge that is essential for
living and functioning successfully in a
rapidly advancing technological society
Student Activities
Use of the tools and materials of industry
Identification of the processes required to
produce constructed and manufactured
products
Recognition and evaluation of the quality
of design, materials, and workmanship
Reading, researching, and reporting
information in the technical literature
. Develop techniques in
PROBLEM SOLVING
The student demonstrates his problem
solving abilities through problem analysis,
ideation, prototype development, testing,
and technical reporting
Student Activities
Technical reports
Planning and constructing of projects
Individual and team activities
Design problems
Research and development
Simulating industrial techniques and
processes
Brainstorming
Prototype developing and testing
S... Develop SKILL in the
use of tools and equipment
The student will be able to care
for and properly use common tools
and machines
Student Activities
Use of hand and power tools and equipment
Construction activities
Custom production
Mass production
S ... Provide opportunities for
REINFORCEMENT of learning in other
subject areas
SThe student solves practical problems
by the application of academic concepts
and principles
* Student Activities
Research information and planning
Perform experiments and construct projects
Use related instructional materials
Develop related organizational practices
Read, write, measure, compute, and discuss
during technical applications
_ II
F:l
i
~~'
;
: i
~a~L~~-:rl
;.;;
.. Develop SAFETY habits
The student exhibits safe practices
in the laboratory and relates these
to situations in the school, home,
and community
Student Activities
Safety committees
Self-evaluation
Safety practices
... Develop attitudes, individual
CONSUMER AWARENESS
S, The student evaluates industrial products
by judging the quality of construction,
proper selection of materials, and
the relationship of function
"" .Student Activities
Product evaluation
,* Testing limits of materials
Research including design and drawing
S Understanding advertising
Applying and evaluating finishes
Fabrication and assembly of products
Exploration of industrial processes
. Provide opportunities for
PERSONAL and SOCIAL growth
S The student exhibits cooperation,
consideration and understanding toward
others, and pride for his own work
Student Activities
Mass production
Club activities
Amateur radio
Personnel organization
Civic activities
. Contribute to improved
RECREATION
SThe student through laboratory experiences
with tools and materials makes choices of
of activities for recreational purposes
Student Activities
Crafts
Metalworking
Photography
Mechanics
Plastics
Electronics
PROGRAM
CHARACTERISTICS
PROGRAM
Reinforcement Construction activities and study of the world
LOWER Motivation of work, tools, and materials to enrich and re-
Awareness inforce the content of elementary school
subjects.
Orientation Introduction to industry and careers
Exploratory Manufacturing
MIDDLE Construction
Graphic communications
Power and transportation
American industry
Drafting and graphics technology
Specialization Materials and processes technology
UPPER Concentration Electrical systems technology
Mechanical systems technology
Research and development
GRADE
LEVEL
All students (boys and girls) should have the oppor-
tunity to enroll in industrial arts courses which provide
a broad overview of industry, its impact on society, its
occupational opportunities and categories, and its ma-
terials and tools and which provide for the individual
assessment of each student for the purpose of a wiser
choice of further educational courses.
LOWER GRADES
Elementary school industrial arts provides
students in the lower grades with an INTRO-
DUCTION and AWARENESS to our indus-
trial-technical society. Instruction concern-
ing the world of work includes the many kinds
of work people do and the interrelationship
of such work in producing and using goods
and services. Related study of the contem-
porary and historical role man has played in
developing his natural resources unify and
focus basic subjects on man's development
through the use of tools. Learning activities
include opportunities to explore, manipulate,
experiment, plan, and create using tools,
materials, processes, and techniques appro-
priate to converting materials to serve a use-
ful purpose or to demonstrate by a psycho-
motor response a cognitive concept.
The scope and sequence of elementary school
industrial arts learning activities depends
upon the philosophy of the school, the facility
available, and the education of the teacher.
For these reasons it is not desirable to at-
tempt to rigidly structure activities or to
closely define scope and sequence. At all
elementary grade levels the diverse needs
and interests of pupils require individual at-
tention. The young child should be engaged
in learning activities which are active, con-
structive, enjoyable, of brief duration, and
related to the general objectives of the ele-
mentary school, industrial arts, and career
education.
As a result of industrial arts experiences
in the elementary school, the student:
DESCRIBES in general terms the technical
development of man and the role of busi-
ness and industry in contemporary society;
CAN IDENTIFY AND DIFFERENTIATE
a wide variety of occupations; MANIPU-
LATES tools and materials to construct
projects and experiments which reinforce,
enrich, motivate, and increase learning
related to basic elementary subjects and
personal needs; DEMONSTRATES a posi-
tive attitude toward work as evidenced in
good work habits, including pre-planning
and organizing an activity, caring for
equipment and materials, respecting and
cooperating with associates, cleaning up,
and completing a task once it is started;
IDENTIFIES his interests, abilities, atti-
tudes ,and skills for better understanding
of himself; and USES correctly and safely
basic hand tools as he constructs projects
with a variety of appropriate materials.
MIDDLE GRADES
Industrial arts courses in the middle grades
must give consideration to the nature and
goals of the early adolescent student. Early
adolescence is a critical time in human de-
velopment. During this time the student is
seeking independence, sensitive to peer ac-
ceptance, establishing his value system, ex-
panding his intellectual ability and experi-
ences, and aware of his physical body
changes. The first level courses in industrial
arts in the middle grades should provide
ORIENTATION to the adult world of work,
industrial occupations economics, and one's
self. The second level courses should make
available the EXPLORATION by students of
broad areas of industry, usually categorized
as manufacturing, graphic communications,
power and transportation, and construction.
Special concerns of the industrial arts courses
in these grades are the common learning
needed by all persons to function effectively
in our industrial-technological society at-
titudes, interests, abilities and skills, problem
solving, and understanding the world of work.
As a result of the sequence of industrial
arts experiences in the middle grades, the
student: EXHIBITS a degree of industrial
literacy insights and knowledge in
being able to relate societal and indus-
trial changes to technology and its de-
velopment; HAS MADE tentative choices
or selections regarding educational and
occupational goals; CAN IDENTIFY AND
COMPARE industrial and technical occu-
pations, the organization of industry,
evolving technologies, and methods of
production; DEMONSTRATES the correct
and skillful use of basic tools and ma-
terials; CAN APPLY, DEMONSTRATE,
AND EXHIBIT industrial processes and
techniques in his laboratory experiences
and projects, such as mass production,
personnel organization, material forming
processes, and the use of synthetic ma-
terials and finishes; CAN APPLY, DEM-
ONSTRATE, or EXH I BIT scientific, math-
ematical, and mechanical principles
through projects or the solution of practi-
cal problems; SOLVES problems by plan-
ning and constructing projects involving
group and individual research, experi-
mentation, and development; and, EX-
HIBITS safe practices in the laboratory
and can relate these to situations in the
school, home, and community.
UPPER GRADES
In the upper grades industrial arts education
provides a concentrated and specialized
study of PRE-TECHNICAL courses. Because
students in these grades now evince a wide
range of interests, abilities, and life goals,
the industrial arts program must provide sep-
arate courses or instruction within courses
which may be pre-vocational for some, pre-
technical for others, and pre-professional for
still others. In these courses of technical
orientation, not all students should study the
same depth or type of content. Courses and
content should be individually selected for
those who may leave school before gradua-
tion, graduate, or enroll in a post secondary
program.
As a result of industrial arts experiences
in the upper grades, the student: DIS-
PLAYS new insights and understanding
of his material culture and its tools and
technical equipment; IDENTIFIES AND
COMPARES industrial-technical occupa-
tions, the organization of industry, tech-
nological changes, and methods of pro-
duction; UNDERSTANDS AND PLANS
his economic future with consideration of
the ever-changing industrial society;
DEMONSTRATES correct, skillful, and
safe use of powered equipment and ma-
chines; APPLIES, DEMONSTRATES, or
EXHIBITS scientific and mechanical prin-
ciples through projects, experiments, or
solutions of practical problems; APPLIES,
DEMONSTRATES, or EXHIBITS indus-
trial processes and techniques through
laboratory experiences and projects such
as mass production, personnel organiza-
tion, special fabricating processes, and
industrial materials; DEMONSTRATES
orderly procedure for construction activi-
ties and problem solving experiences
including step-by-step analysis, organiza-
tion of materials, appropriate time limits
and the self-evaluation of the task when
completed; and, EVALUATES manufac-
tured and constructed projects as judged
by the quali ty of construction, appropriate-
ness of materials, functionality of design,
and utility of purpose.
INDUSTRIAL ARTS FACILITIES
Industrial arts education requires a labora-
tory setting as a unique learning situation in
which the learner may experiment, test, con-
struct, disassemble, repair, design, create,
imagine, and study. Active laboratory experi-
ence is essential to the study of industrial
arts.
LOWER
TOOL
STORAGE
MATERIAL
STORAGE
PRACTICAL ARTS
LABORATORY OR AREA
CLASSROOM OR
PLANNING AREA
WORK BENCH AND
CONSTRUCTION AREA
HOME
ARTS AREA
CLASSROOM
AND
MEDIA CENTER
STORAGE
COMMUNICATIONS
ACCESS
POWER
AND
TRANSPORTATION
STORAGE
MIDDLE
STORAGE
CONSTRUCTION
ACCESS
LIBRARY
AND
OFFICES
MANUFACTURING
STORAGE
UPPER
RADIO
ELECTRONICS
LABORATORY
DRAFTING
LABORATORY'
CLASSROOM
COMMONS,
AUDIO-VISUAL
ROOM
A
Y
OFFICES
I I
DARK ROOM
S GRAPHIC
ARTS
LABORATORY
ACCESS
INDUSTRIAL MATERIAL AND
PROCESSES LABORATORY
FINISHING
IL
POWER
LABORATORY
j
IN SUMMARY,
Industrial arts should, because of its fundamental nature,
be an integral part of the school program and be avail-
able to all pupils. In fact, many states require at least
one year of industrial arts for all boys. Industrial arts is
a study of industry and its technology, an important sub-
ject to both boys and girls because man has civilized him-
self through the ages through technology which can
be broadly defined as man's efforts to make use of the
way Nature is, to achieve specific, practical ends. The
technology cannot be dismissed as merely manual or me-
chanical, and therefore unworthy of academic consider-
ation. The fact is that all technical products and proc-
esses are the direct result of the human creative imagi-
nation and human skills. Technology is the essential
component of our culture, affecting, and affected by,
every other aspect of society. Industrial arts, being a
study of the technology, forms one side of the educational
triangle, the other two being the sciences and the hu-
manities. Technology as it is taught must be as it exists
- in meaningful interaction with science, philosophy,
religion, art and literature.
DEPARTMENT OF EDUCATION
TALLAHASSEE, FLORIDA
FLOYD T. CHRISTIAN, Commissioner
|
RSS
