Loughborough University Library: Open Journals
Not a member yet
1614 research outputs found
Sort by
The Technological Jigsaw
Get PDFA concensus is rapidly forming that technology as a cross-curricular activity is becoming an important aspect of all children's education from the earliest years up to the age of eighteen. In this article I hope to illustrate the ways in which schools within Wolverhampton Local Education Authority have developed approaches to incorporating technology into many different subject areas and the strategies that have been used. Wolverhampton Secondary Technology Team was set up under the auspices of T.R.l.S.T. in September 1986. The team consisted of three seconded teachers whose role was to help and encourage staff from all subject areas to include work of a technological nature in their lessons. At the outset it was decided that it was unwise to spend a great deal of time defining technology in schools but instead, a model of 'Technology For All Across The Curriculum' was developed. We consider that there are four aspects of technology which we should offer to all students throughout their time at school which together combine to form the Technological Area of Experience
Thief-Proof Milk Container
No full textLorna Griffiths and Jonathon Powell are both fifth form pupils at Cynffig Comprehensive School in Kenfig Hill, Mid Glamorgan. Kenfig Hill is a busy small town situated between industry at Port Talbot, mining communities in the nearby valleys, and tourism in the seaside town of PorthcawLBoth Lorna and Jonathon's fathers are police sergeants. Lorna's family live at Kenfig Hill Police Station, where the main door to the attached house opens directly onto the pavement. This is where the story started when one morning last winter Lorna discovered that their milk had been stolen from outside the door. When Sergeant Griffiths eventually calmed down he explained that milk theft was very prevelant, but that the police could do very little to stop it. The theft of a 20p bottle of milk occassionally seems very trivial to the individual. Lorna's father said that very many of these 'trivial' cases are reported and obviously many were unreported. The problem seemed serious even in a small area like Kenfig Hill
Reviews
Get PDFThe following publications have been reviewed by the mentioned authors;Graphics and Design by R. W. Boycott and J. Bolan, reviewed by Richard KimbellThe Practical Woodwork Book: Anthony Hontoir by John Murray, reviewed by David JonesIntroducing Art - A first book on the History and Appreciation of the Visual Arts by Donald Richardson, reviewed by John LancasterSoldering and Brazing by Tubol Cain, reviewed by W. T. PriceSheet Metal Work by R. E. Wakefield, reviewed by W. T. PriceThe Art of Welding by W. A. Vause, reviewed by W. T. PriceWorld and Image: A Journal of Verbal/Visual Enquiry. First Issues: Vol.1, January-March 1985 by John Dixon Hunt, reviewed by John LancasterTeachers, Computers and the Classroom by I. Reid and J. Rushton, reviewed by Sean NeillDesign Courses in Britain 1986 by The Design Council, reviewed by J. BarlowGender, science and technology: Inservice handbook by Judith Whyte, reviewed by T. Dore
The Design Education Myth
Get PDFThere are not many former Handicraft departments that have not changed their names into something that implies a new emphasis.Using various permutations of currently used words like 'Design', 'Craft', 'Technology', 'Technical' and 'Creative', each school has carefully tried to present its particular interpretation of the kind of education their title implies.Yet when one tries to see the extent to which the title gives a true indication of what is happening in the school, it becomes clear that the ones that have tended to avoid, or be reticent about using the word Design in their Departmental title, will probably be the ones who, in a dozen or so years, will have been seen to have got it about right.For the chances are, by then Craft and Design and Technology Education, or Design Education for short, will have all but died. In spite of huge investment and a massive propaganda campaign to get it going in the schools, it has hardly even begun to establish itself
Inter-School Liaison in Art, Craft Design and Technology
Get PDFIn an ideal world, progress from one level of education to the next would be simple, each student would move through a system which was constantly in tune with his needs, there would be no unnecessary breaks, each teacher would see himself as an aid to the student in his own development and would have complete confidence in the work of his colleagues in neighbouring levels of the process. But if we were to be commissioned to design a system specifically to frustrate this smooth progress then we would, in the present structure, have an ideal model. Such a system would require a great variety of levels with widely varying resources and financing, each part would need to be independent of every other part and would be encouraged to develop its own individuality
CDT at Leeds Girls' High School
Get PDFFor many years as an Art and Design teacher at Leeds Girls' High School I have been in a position to earn respect by joining my energy, willpower, devotion and enthusiasm to that of my pupils in mounting displays of work and producing large scale canvases and murals. I consider one of my major advantages to be this requirement to continually and publicly demonstrate the work of the department.At the same time, I have been aware that one of the greatest dangers for a teacher trained in a Fine Art tradition, as I am, is that of too easily assuming that art is self justifying, because I spend so much of my time involved in it. The truth of the matter is that 'Art' as a generalised kind of activity is simply not enough to meet the needs of the majority of secondary school pupils. Much has been said and written about the importance of 'visual literacy' and the significance of design education on todays schools. A cast iron case for Art and Design in the curriculum would a ppear to have been made. However, I believe that it will not produce lasting or meaningful results unless and until the pupils themselves recognise this significance
Science and Technology
Get PDFWeprint with permission, the notes for thefirst programme of the important new schools television series currently being transmitted by the Independent Television network in Britain. The notesform part of a volume Science and Technology by L. Scott, P.Howard and C Edwards published by Central Television, Broad Street, Birmingham BJ 2IP. Copies of the book andfurther details can be obtainedfrom the Education Officer at this address
Open University Invitation for Design Educators
Get PDFDesign and Craft Educators at the Open UniversityAfter dipping into the mysteries of the Open University computer recently, I was surprised to discover that there are some 500 craft and design teachers currently registered for courses which will lead to the award of a degree. Most of these teachers are working in the Faculty of Educational Studies or in the Faculty of Technology. It is hardly surprising then that a new course entitled 'Technology for Teachers' emerged from a realization on the part of the Deans of these two faculties that the Open University system might be a useful tool in helping those teachers who wish to make their curriculum more 'technological' in content. The story goes that this inspired thought came during a discussion over a pint of beer, but the reality of the situation is that the Deans were sensitive to the national concern for the development of technological literacy amongst youngsters
Designing a Naturalist Trust Exhibition
No full textaesthetic or practical areas of the curriculum. The results of many of these competitions are usually determined by the submission of excellent artefacts, superbly produced and seeking judgement in adult terms. It was therefore with some misgivings that I encouraged David Peach to enter part of his 'A' level design course work for this year's Design Council GEC Schools Design Prize.David's work seemed to epitomise an approach to design education that I, together with the staff of my department, have been striving to develop and teach for several years. It seemed to me that the strength of David's entry lay not in the finished product but in sheet after sheet showing graphic evidence of the thought and consideration behind his manufactured conclusion. From the outset I was aware that his actual conclusion could only partially influence the judges' deliberations. For being part of an exhibition caravan, David's conclusion was far too big to submit. Only the evidence of photographs could be made available to the judges