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Editorial
Get PDFIn September 1989 the National Curriculum in Design and Technology will begin to be taught to 5 year olds in First schools and subsequent implementation will be continuous through the age ranges. By September 1989 the recommendations of the Working Group on Design and Technology will have been published; the Key Stages and the Attainment Targets will have been determined and, following a consultation period, will reach their full legal formulation
Art Education - A Mindless Activity No Longer
Get PDFI suggested recently, under the somewhat provocative heading, 'art education - is it a mindless activity?' 1, that much current art teaching, especially in secondary schools, is over biased towards the practical for its own sake. The sensuous triumphs over the intellectual instead of partnering it: art as high culture is left out of the reckoning. If this is true, then we are failing to properly equip pupils for their futures. After reaching adulthood, few people continue as practitioners of art. If they have any interest in art at all their roles are interpretative or appreciative. 'Doing' by itself, however splendidly motivated and equipped, cannot educate for such roles. Whence would come the wherewithal to comprehend art if there was lacking kr.lOwledge of the history and purposes of art down the ages? Even the few actual practitioners need an historical background for their work; art grows out of other art just as much as it grows out of observation, emotion, handling the medium, and the like
Mode 3 Work in Metal
No full textToday much in education is forward-looking and enterprising. At first glance it would appear that our present examination system is not suited to examine this progressive outlook in education. Yet built into the structure of the system one is allowed to devise and develop one's own courses and to examine these courses within this structure. Here at Pool Hayes all creative subjects are examined by C.S.E. Mode 3. We thought that this suited our needs best; it has allowed us to create courses specially suited to meet our particular situation. Our Creative Arts and Design course comprises ten subjects :-Painting and Drawing, Light Crafts (Pottery or Printmaking), Electronics, Woodwork, Metalwork, Engineering Drawing and Design, Home Economics, Needlecrafts, Music and Drama. All pupils staying on for a fifth year at school choose two of these subject and study a course leading to a Mode 3. C.S.E. examination. A choice of certain subjects could result in a double pass, e.g. Metalwork with Engineering Drawing and Design
From Handicraft to Craft Design and Technology
Get PDFEditor's Note: This article is an excerpt from John Penfold'sforthcoming book Craft Design & Technology: Past Present & Future to be published by Trentham Books in February 1988.Supported by a wealth of statistics and self-evident buoyancy of the subject today, many are convinced that the age of fulfilment in CDT is dawning. A more cautious assessment which pays due attention to its history, would be less optimistic. A study of the ideas, policies and events which span the post-war transition years from handicraft to CDT shows a pattern that is far from orderly. The pendulum of change has swung violently, propelled by rival personalities and pressure groups, but never quite violently enough to clear all obstacles from the path
CDT In Perspective: Technological Division
No full textThank you for welcoming us and putting us in the picture about the University of Salford and assuring us that we are in the right place for this conference today. I do hope that also in the right place will be our products, the students which we send out into the world with A levels in Design and Technology, and I do hope that they will be as welcome in this university as we are today, across the whole curriculum, to continue their studies in higher education. And I hope that you will be able to say this loud and clear when you are talking to us on another occasion.We are here with a very full programme, and my task as chairman is easy because all the contributors are well-known for their work in the field of CDT, and particularly in curriculum development
Design and content
Get PDFWe need to classify the large number of things we teach (just as we classify large numbers of anything else) because the smaller sub-groups are easier. to deal with. Once a classification has been made and used however, it does tend to stick. We often get to think that things are classified like this. We do not look for possible revisions of the classifications although we would be ready to look at revisions of a scientific principle or of a teaching method. When we get used to particular names for these sub-groups we also resist changes in usage or terminology: they are very upsetting. Change in nomenclature is bad enough when it is a simple replacement of one term by another, as for much of the recent revision of the terminology of chemistry, or the big rationalisation of terms undertaken for the Textiles Industry.9 It is however much worse when the change in meaning is small and subtle. I am going to suggest in this article that our present rather vague classification into design and content ('the rest') should be replaced by one that is slightly more complex
Technical Drawing - Alive or Dead? The case for technical graphics
No full textI have set out to take a very critical look at Technical Drawing in schools, and agreement or disagreement with my views is not so important as that they should generate discussions and debate. There is no doubt that the subject has stagnated for several decades, and little doubt that many teachers are unhappy (to put it mildly) with the present state of it. I have developed a particular point of view over a period of years, spent as an engineering craftsman and a teacher of the subject at all levels, and this view is the basis for this article. I would ask readers to remember that these are not necessarily the views of either my headmaster or my colleagues in the school's Design Department
The Leeds Thunderbolt
Get PDFWhen the English Electric Company's School Project Competition was announced in 1967 I had a small group of enthusiastic Sixth Formers who were taking 0 and A Level Engineering Drawing. This seemed one way of bringing in something of a workshop background to the course and I decided a model steam locomotive would be suitable as this would encompass most aspects of a workshop course. None of the group had any elementary workshop knowledge and due to timetable problems all the work had to be in spare time