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The Indivisual and Design Education - Designing should never be only the teacher's process for producing work but should include the opportunity for the individual child to invest his learning with personal meaning.
No full textMany of those working in Art, Crafts and Handicrafts will now be familiar with the kind of developments taking place in these subjects under some umbrella title which include~ the word 'design'. These developments include some form of co-operation or integration between several teachers working in the same department or between a number of departments. Once the arrangement for new forms of collaboration has been accepted by the headmaster, some re-arrangement of the timetable makes available 'blocked time' to those staff taking part in the scheme. This enables groups of pupils to be rotated through a number of specialist areas during a full year
Graphics in CDT
Get PDFThe more I looked at the title 'Graphics in CDT', the more certain I became of the need to first of all define what is meant by the word 'graphics'. Technical graphics and graphical communication can be regarded as developments of traditional technical drawing where highly accurate and predominantly twodimentional finished drawings are produced. We need, however, a much wider definition relevant to the whole of CDT. I would therefore suggest that a working definition could be taken to mean methods of visual communication, both two - and threedimensional, which are used to aid the developments and mock-ups. I would also include methods which are used to communicate the final solution such as sequence drawings, presentation renderings, production drawings and prototypes
Words, Museums and Experience of Physical Substance
No full textMany years ago when I was jumping through a hoop of psychology tests devised by the army, I had to say immediately what came into my mind when, one after another, words were flashed upon a screen. Whether or not the word, 'Museum' came up I do not recall, but it would have been interesting to know the results if it had. What do you think of at the sight of the word 'Museum'?In 1931 the Government's Board of Education published a pamphlet called 'Memorandum on the Possibility of Increased Co-operation Between Public Museums and Public Education Institutions'. The pamphlet in its final paragraph stated: 'It may be suggested, in conclusion, that the word 'museum' is perhaps in part responsible for the present unsatisfactory state of affairs. Does it not suggest a depressing decaying institution, the last resting place of travellers' mementos and of fossils which have undeservedly survived from ages long ago? The existing prejudice is deeply rooted in the touch soil of our language and in the popular mind, but it would most surely be overcome if a generation of children were given systematic opportunities of enjoying the treasures of modern museums'
Teachers' Courses for the 70's - Factors affecting in-service training and how some of these were incorporated into the recent two-week course in Northern Ireland
No full textFor many years summer schools at a number of centres throughout Britain have been familiar hunting grounds for teachers. Not least for teachers of handicraft who have participated in courses ranging from blacksmithing to work with modern synthetic fibres. However, a wind of change is blowing through the aims and organisation of teachers' courses generally.The enthusiasm of teachers to enhance their vocational and professional status will probably go far towards ensuring that change continues. But where will change take us? Probably of most significance there is an increasing awareness amongst teachers that there is a need not only for courses offering specific technical skill and knowledge but also for more insight into the educational implications of work with tools and materials. Already teachers are demanding such courses and consequently the structure of present arrangements will need to become more flexible insomuch as opportunity for teacher participation in organisation and involvement in decisions relating to content may have to be increased
A Project to Design a Steam Train Noise Synthesiser
Get PDFThis note aims to set out the background rather than the technical detail of the project. Jonathan Stewart was first used as a guinea pig by his father who wanted to teach Nuffield circuit boards to 11 year olds, having not taught this age range before. Jonathan was aged 8 and found the subject interesting and easy, and was shortly afterwards given a 'Mykit 50in l' electronics kit for Christmas, followed by the 150 in 1 kit the following year, both of which he had worked through within a week or so of receiving them. At 13 he was making practical projects using simple op. amp. I.C's - e.g. a communication system so that we could hear the telephone ring in the garden, and be told who was ringing if someone answered the phone in the house. (It is perhaps relevant to state that I am his father as well as his 'A' level Electronic Systems master)
The Relationship between Design & Technology
Get PDFIn the last few months, as I have been visiting schools, which is one of the privileges of this particular occupation, people have been voicing their anxieties about what they perceive as a potential snare facing them. It is that in some senses they could envisage CDT in the future dissolving into three:technological activity, design activity, and craft - something separate again. I would like to discuss that, and also speak about two other important issues. One is to offer some, I hope, provocative thoughts about the issue of progression in our subject; the other is to make a few remarks about technological language. I hope, in the plenary that follows, there will be an opportunity for you to challenge these things as some of them will be rather tentative
History of Technology: An Area of Growth in Design Education
No full textNot even the greatest educational sceptic can deny the remarkable growth, in the last decade, of that curious phenomenon the Industrial Museum; curious because not so long ago the very idea was ajoke in itself:'Blank & Co. have gone bankrupt - not surprising, their factory was like a museum ... no wonder production costs were high, the machinery should have been in a museum .. .' and so on. Only 20 years back - not long, but outside the lifetime of most of our students - your author was responsible for the design, operation, and maintenance, of a computer installation using thousands of electronic valves, transistors being still a new and unreliable invention; this is already technological history, along with clockwork gramophones and biplanes, and illustrates how all of us already have valid experience in this new field of study.But what has history to do with today's (or tomorrow's) technologists? Possibly not much, but technologists are only a minor fraction of the nation's population; the majority being subject to the products, successes, failures, and mistakes, of professional technologists; and to the enjoyments, frustrations, and fears of technological society. There is no escape from technological society, in fact attempted escape is practically a punishable offence; but technological society does offer wonderful scope for cultural fulfilment and satisfaction if the nature of technology is clearly understood
Reviews
No full textThe following publications have been reviewed by the mentioned authors;Art in a Machine Age by E. Maxwell Fry, reviewed by B. T. KeayMeasure for Measure: a guide to metrication for workshops crafts and technical studies by Schools Council, reviewed by D. TabernerWhen I Was a Child (An Old Potter) by C. Shaw, reviewed by M. A. CruickshankCareers in Art and Design by M. Abbott, reviewed by F. O. ZankerCreative Form in Woodwork, Books 1 and 2 by E. W. Bond and J. T. Fisher, reviewed by S. John EgglestonThe Technique of Furniture Making by E. Joyce, reviewed by S. John EgglestonGeometric Patterns by R. Slade, reviewed by J. LancasterMetric Engineering Drawing Examples by E. McPherson and D. L. Ashton, reviewed by E. StoreyCraft Education - Metalwork Design by T. Pettit, reviewed by D TabernerProjects for the School Foundry by H. L. Pearson, reviewed by A. R. PembertonCreative Origami by Kunihiko Kasahara, reviewed by D. PalmerFirst Models in Cardboard by G. Roland Smith, reviewed by J. LancasterTeaching Cookery by M. Clark, reviewed by Kathleen E. JohnsonWoodwork Ideas for Teachers and Students by W. H. Endean, reviewed by B. J. AylwardLively Craft Cards, 1. Using Waste Materials by P. H. M. Williams, reviewed by S. John EgglestonThe Work of the College of Craft Education by J. Boucher, Registra
Reviews
No full textThe following publications have been reviewed by the mentionned authors;The Potter's Dictionary of Materials and Techniques by Frank Hamer, reviewed by Michael PaffardCalligraphic Lettering with Pen and Brush by Ralph Douglas, reviewed by John LancasterUsing Letters in Art and Craft by Carol Walklin, reviewed by Cal SwannPhotography - Simple and Creative by Jane Elam, reviewed by Alan KayVisual Awareness by Frederick Palmer, reviewed by Ben Hinks-EdwardsChinese Stoneware Glazes by Joseph Grebanier, reviewed by Michael PaffardControl Technology, English Universities Press, reviewed by Michael SayerRaku - Techniques for Contemporary Potters by Christopher Tyler and Richard Hirsch, reviewed by Michael PaffardDrawing for Design and Technology by J. E. Mattick, reviewed by Michael SayerWoodwork for Young Children by Christopher Jarman, reviewed by G. GrimshawA Basic Course in Practical Metalwork (new metric edition) by J. R. Bedord, reviewed by N. GloverPlastics - An Integrated Science Approach by A. J. Yate, reviewed by N. GloverTechnology Around Us by Ed. G. Terry Page, reviewed by Michael SayerLeatherwork by Kenneth Lyon and Ron Hill, reviewed by Geoff DaltonWoodwork by Edward Storey, reviewed by Geoff DaltonSearch and Self-Discovery by James Schinnelle
Industrial Museum, History and Education: Some Random Thoughts
No full textThe Museum profession is a small one, in which everybody seems to know everyone else. Owing to the relatively small number of staff at most museums, and the fact that many senior staff stay put for a good number of years, Museums do absorb some of the personality of their curators. Almost inevitably some of this is transmitted to the visitors: in most cases this is not at all a bad thing. Museums education is a much smaller, though growing, profession. Education Services, having even fewer staff than their parent museums, reflect the personalities of the people involved even more. Again, diversity of approach to a subject is no bad thing. Thus I feel no compunction in putting forward my own views on museum education, although my colleagues may well dissociate themselves wholly from those views