Industrial-arts objectives and course content for the junior high school

The purpose of this study were to determine: (1) the stated objectives in the more recent industrial-arts courses of study for the junior high school; and (2) the courses or units which should comprise the industrial-arts curriculum of the junior high school as indicated by selected industrial-arts teachers. The objectives were recorded from state and city industrial-arts bulletins for the junior high school and compared to a master list compiled in a study by Reed. Objectives which were listed in 50 per cent or more of the bulletins were considered to be objectives for junior-high-school industrial arts which characterize the program. A list of courses or units now offered in junior-high-school industrial arts was collected through a search of state and city industrial-arts bulletins for the junior high school. The courses or units were grouped according to basic areas and a check list was made. The check list was sent to a jury of progressive and successful industrial-arts teachers in junior high schools who had been nominated by state and city officials of industrial arts. The jurors were instructed to record the courses or units they believed should be included in the industrial-arts curriculum of the, junior high school and also to designate the grades in which they should be taught. A comparison of the findings of Reed\u27s study and the findings of this study regarding the objectives of industrial arts in the junior high school indicates some change has taken place. Recently more emphasis has been placed on the skill and craftsmanship aspects, as revealed in the stated objectives of the state courses of study, and less emphasis has been placed on the social or citizenship aspects. Based on the responses of the jurors the following conclusions regarding courses or units were made: (1) industrial-arts course or unit offerings :in the seventh erade should be essentially drawing, woodworking, and some crafts. Industrial-Arts course or unit offerings in the eighth grade should be essentially metals, drawing, woodworking, and some power-mechanics and crafts. Industrial-arts course or unit offerings in the ninth grade should include all the basic areas with limited emphasis on crafts; (2) generally speaking, courses or units involving the use of power-driven machinery and the more hazardous operations and processes should be limited to the ninth grade; and (3) the industrial-arts curriculum in the ninth grade should be the most extensive in the junior high school insofar as the number of courses offered