Date of Award:

5-1949

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Applied Sciences, Technology, and Education

Department name when degree awarded

Industrial Education

Committee Chair(s)

William E. Mortimer

Committee

William E. Mortimer

Committee

Wendell O. Rich

Abstract

To find the beginning of the use of audio-visual aids in the teaching of industrial arts is difficult, if not impossible. The very nature of the work makes the use of audio-visual teaching methods absolutely indispensable. Long before the term "audio-visual aids" had been coined and before any attention had been given to the teaching method, as such, teachers of industrial arts were making use of the demonstration, the model, the exhibit, and many other teaching devices since included in the scope of the meaning of audio-visual teaching aids.

It would be hard indeed to imagine how a teacher could effectively teach anyone how to do something with his hands without showing him how to do it--without a demonstration. One can imagine how nearly impossible it would be to teach someone how to tie the underwriter's knot, for example, by telling alone and how much easier it would be for the student to learn if the telling were accompanied by a demonstration.

In the light of the foregoing concept, it seems safe to say that the teachers of manual pursuits, or manipulative skills were among the first to make use of audio-visual methods in teaching. Surely the use of the demonstration is as old as the organized teaching of any of the manual arts.

The term "audio-visual aids" usually calls to mind the motion picture or some other form of picture projected on the screen--such as the slide, the film strip, or an illustration from a textbook thrown on the screen by the opaque projector. On the other hand, such devices as the demonstration and the use of blackboard illustration are so commonly used that teachers sometimes fail to think of them as visual aids.

The writer chooses to include in his definition of "audio-visual aids" many things other than projected pictures, and in so doing is in complete agreement with recognized authorities in the field. Among the devices included in the writer's definition are: motion pictures, still pictures, field trips, models and mock-ups, demonstrations, lectures, charts and graphs, diagrams, and animated drawings.

At this point it might be well to consider some of the ways in which the use of audio-visual materials can help in the achievement of some of the objectives of industrial arts education.

The aims and objectives of industrial arts education, as outlined by the Utah State Department of Public Instruction, will serve as a guide in evaluating the contribution that audio-visual aids can make in helping the industrial arts teacher achieve his goal. (1: 12)

It is apparent that to the extent that audio-visual teaching methods make all teaching more effective, they help in the attainment of these aims; however, they definitely aid in the achievement of certain ones of the above-mentioned objectives, and these are the ones which will be considered specifically.

1. To develop in the student a knowledge and appreciation of industry and industrial life. There was a time when children grew up with an opportunity to observe production at first hand. Although there was some specialization, every child could see with his own eyes the work of the blacksmith, the carpenter, the cobbler, etc. Even the manufacture of food and clothing was a household activity. But modern civilization affords no such opportunity for its youth. The city dweller is apt to be ignorant of the methods of food production and the activities of the farm. Although he might live in the heart of a manufacturing center, chances are he does not even have a clear picture of the working of a factory. The farm boy, living far from the centers of industry, usually has no idea of the complexities of the manufacturing business.

If these young people are to develop a knowledge and appreciation of industry and industrial life as a part of their schooling, the use of the motion picture, the field trip, and other visual materials can be, and is, an invaluable help. The motion picture can take the farm boy into the factories of the city and show him the importance of and give him an appreciation for industry which he could never get through telling alone.

2. To develop the student's skill and manipulative ability in using the common tools and machines. To achieve this objective, extensive use is made of the demonstration where the student is shown the correct procedure. Then through using the "contrived experience," the student is given a chance to practice what he has been shown how to do--one of the most effective learning methods there is--"learning by doing."

3. To develop the student's knowledge and appreciation of good workmanship and design. By making use of exhibits, the teacher is able to keep before the students examples of good workmanship and design, and thus stimulate them to better workmanship. The trend in the past seems to have been to place the emphasis on good workmanship to the extent that design has been given too little attention. It is obviously possible to have excellent workmanship and poor design, or good design poorly executed. Good examples of design and workmanship kept before the student in the form of exhibits will help him gain an appreciation of these important aspects of the job.

4. To provide the student with experiences which will be helpful to him as he selects, prepares for, enters, and advances in his occupation. The whole program of industrial arts training is composed of a series of direct, purposeful experiences and contrived experiences which help the student to choose and prepare himself for his occupation. Through the use of visual teaching materials, the teacher is able to widen the range of these experiences. The motion picture, for example, provides the student with vicarious experiences which he likely would be unable to get in the real form. Insofar as audio-visual aids are able to increase the range and number of experiences provided for the student, they help to fulfill this aim of industrial arts education.

5. To develop the student's ability to interpret graphic presentations and use them as a means of self-expression. The visual aid most helpful in the attainment of this objective is probably the one known as the visual symbol. A clear-cut drawing or blueprint, when used in conjunction with photographs is easily interpreted by the young student. An effective means of making graphic presentations meaningful to the student will be considered in a latter part of this paper.

There are many other accepted objectives of industrial arts education, but those mentioned here are the ones that seem to be best attained with the help of audio-visual aids.

There are numerous ways in which the use of audio-visual aids enrich the industrial arts curriculum, and a teacher is justified in making use of any and all of these materials in planning his course of study as long as their use makes the teaching more effective. On the other hand, a teacher is never justified in using these devices for the purpose of relieving himself of work and responsibility when their use makes no real contribution to the teaching. There is, sometimes, a tendency on the part of the student to regard the classroom movie as a "show" and a willingness on the part of the teacher to let the motion picture, or other visual aid take his place. The audio-visual aids, as their name implies, only aid the teacher and should not be a substitute for him.

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