The Educational screen (c1922-c1956])

November, 1929 261 Visual Aids in Mechanical Drawing for Beginners A. P. TwoGooD AND Ross Cramlet Department of Industrial Education, Public Schools, ' I 'HE day of the large school -* class has arrived to stay, and every teacher is confronted with the problem of handling his classes effectively in spite of increased numbers. The task is more difficult when the subject is entirely new to the class. Also it is more difficult to handle a large class effectively on the Junior High School level than on the level of the Senior High School. We start our industrial arts course with one semester of Mechanical Drawing in the seven B class. We have these boys two hours per week, or a total of thirty-six hours. The problem was "how can we organize our instruction to accomplish the most in this time." After a survey of various teaching aids or devices we decided upon the use of film-slides and a daylight screen. This latter is important, for there must be sufficient light in the room for the pupils to work by when the film is in use. Film-slides were given preference over glass slides because the sequence of the pictures always remains the same. This is very essential in the use of our material. (If the teacher were always careful in arranging his material, glass slides could, of course, be used). Also film-slides are much cheaper for experimental purposes. We bought a still film camera and made our own copying board. We analyzed our elementary drawing course to determine exactly the fundamentals we wished to put across. These fundamentals were then checked by several other teachers as well as bv draftsmen. VS^ 1 ' li D&mmism mpuK lAmm mci/is mo to svo/AS T-soum, TumHiStkiT/smui>mcmtKA(aemm» Definition, and instruments used • In this course we have two primary objectives in mind, (A) to teach the principles involved in making two and three-view working drawings, and (B) to prepare our pupils to read intelligently the drawings which form the basis of all our courses after the seven B grade. Our secondary objectives are (1) to teach a definite procedure applicable to any problem and compatible with recognized drafting practices, and (2) through carefully controlled practice to establish habits in drawing which are at once sound and cor Correct drawing position rect. The first secondary objective has to do with the analysis of the problem and the steps in placing it on paper, while the second is concerned with the correct use ot the equipment. Newton, Iowa Since the pupil has little or no background of experiences on which to build, we start with n definition of drawing. The names "designer," "engineer," and "mechanic" are readily understood and drawing is presented as being the construction language by means of which the designer talks to those who build. Next, the picture showing the equipment is shown, and each pupil has his complete outfit on his bench. By means of the numbers, it is easy to conduct the discussion to acquaint them with the names of the various pieces. No W ftntuf o».i«x.T tm Making the line-drawing attempt here is made to teach their use. They are merely told what they are used for. The pupil is then taught, by means of the next picture and some discussion, how to place his paper on the board. Reasons for so placing it are gone into quite thoroughly. The proper method of sharpening, the pencil is next discussed and all pencils are then sharpened. The reading of the rule, down to sixteenths, is presented and thoroughly checked over. It is surprising the num