The Fine and Industrial Arts in Elementary Schools, Grades IV and V
The Elementary School Teacher
The previous article in this series stated that one distinguishing characteristic of the beginnings of manual expression is satisfaction in occupation, almost regardless of the product. Later appears an interest in the quality of the product and a desire that it be a somewhat adequate expression of an idea. This interest gives value to the sort of intensive work suggested for Grades II and III, where in addition to the free drawing and constructive work used as a means of describing ideas of
... cribing ideas of current interest, a few things were to be selected and studied somewhat thoroughly in a series of lessons, each one of which presented or emphasized some particular aspect or detail of the object or process of construction. In these careful records of observations drawing ceases to be merely the making of symbols that can be recognized when used as illustrations of a story, and becomes a sincere effort to interpret truly a particular object. For example, if the drawing is of a Norse boat, the children forget for a time the historical associations in the attempt to represent that special form of boat correctly. A new interest enters in: that of trying to make the particular thing in view exist again on paper. The drawing has a content of its own. When after such drawing the children turn again to illustration of history requiring the Norse boat, they do so with increased power of expression. The results of intensive study of this sort should be a relatively thorough knowledge of a few objects, geometric relations, and processes, with a corresponding confidence in the use of them, and the satisfaction that arises from having mastered certain definite things, and from a realization that well-directed, persistent effort is likely to, bring desired results.