A STUDY CP THE COURSE OFFERINGS IN MACHINE WOODWORKING I

AND II IN THE HIGH SCHOOLS IN THE STATE OF TEXAS TO

ASCERTAIN IF ANY DEVIATIONS ARE MADE FROM THE

STATE PREDESCRIBED COURSE OF STUDY

APPROVED:

Ma jo r "Professor

Minor Professor

A Director of the Department of Industrial

Arts

Dean of the Graduate School

A STUDY OP THE COURSE OFFERINGS IN MACHINE WOODWORKING I

AND II IN THE HIGH SCHOOLS IN THE STATE OF TEXAS TO

ASCERTAIN IF ANY DEVIATIONS ARE MADE FROM THE

STATE PREDESCRIBED COURSE OF STUDY

THESIS

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

MASTER OF SCIENCE

By

Michael T. Uselton, B, S.

Denton, Texas

August, 1969

TABLE OP CONTENTS

Page

LIST OP TABLES iv

LIST" OF ILLUSTRATIONS . . vi

Chapter

I. INTRODUCTION X Statement of the Problem Purpose of the Study Limitations of the Study Source of Data Method of Procedure Definition of Terms Recent and Related Studies

II. AN ANALYSIS OP THE CURRICULUM OFFERINGS AND COURSE CONTENT AS OUTLINED FOR MACHINE WOODWORKING I AND II BY THE TEXAS EDU-CATION AGENCY . 9

State Suggested Course of Study for Machine Woodworking I

Jigs and Fixtures Power Woodworking Machinery Portable Electric Power Tools Abrasives Finishes Machine Woodworking II

III. PRESENTATION OF DATA FROM INSTRUCTORS WHO TEACH MACHINE WOODWORKING I AND II IN THE' HIGH SCHOOLS OF THE STATE OF TEXAS . . 27

IV. AN ANALYSIS OF PRESENT COURSE OFFERINGS WITH EMPHASIS ON VARIATIONS FROM THE PRE-DESCRIBED COURSE OFFERINGS FOR MACHINE WOODWORKING I AND II. 1}9

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . $\\

APPENDIX . 59

BIBLIOGRAPHY 67

iii

LIST OP TABLES

Tab le Page

I . The Number of Years Teaching E x p e r i e n c e of I n d u s t r i a l A r t s Teachers 28

I I . The Number of Machine Woodworking S e c t i o n s Taught D a i l y by I n d u s t r i a l A r t s Teachers 29

I I I . The Number of S t u d e n t s Taught D a i l y by Seven ty- two I n d u s t r i a l * A r t s Teache r s 30

IV# Areas of I n d u s t r i a l A r t s Other Than Machine Woodworking I and I I Taught by Woodworking Teachers . . 3®

V. Number of Respondents w i t h Same O b j e c t i v e s f o r Machine Woodworking I and I I as S p e c i f i e d by t h e Monograph E n t i t l e d Woodworking, Grades 7~12 . . . . . . . . . . 31

V I . School Requi red P r e r e q u i s i t e s f o r Machine Woodworking I and I I 33

V I I . Power Woodworking Tools Used by S t u d e n t s i n Machine Woodworking I and I I 33

V I I I . I n s t r u c t i o n i n t h e Us^, Care , and Maintenance of Hand Tools by Machine Woodworking Teachers 34

IX. Common Woodworking J o i n t s Used by S t u d e n t s i n P r o j e c t C o n s t r u c t i o n I n Machine Woodworking I and I I . 3 5

X. Elements of Des ign Emphasized i n P lann ing of P r o j e c t s by S t u d e n t s i n Machine Woodworking I and I I . . . . . . 3&

XI . F a c t o r s Given C o n s i d e r a t i o n i n P lann ing P r o j e c t s f o r Machine Woodworking I and I I 37

i v

Tab le

X I I .

X I I I .

XIV.

XV.

XVI.

XVII.

XVI I I .

XIX.

XX.

XXI.

F a c t o r s Used I n t h e S e l e c t i o n of M a t e r i a l s When P lann ing P r o j e c t s f o r Machine Woodworking I and I I . . . . . . . . .

P r o j e c t P lanning Pe r fo rmances Taught by Teachers of Machine Woodworking I and I I

Machine J i g s and F i x t u r e s Used by S t u d e n t s i n Machine Woodworking I and I I . • .

Power Machines Used by S t u d e n t s i n Machine Woodworking I and I I . .

The Number of Teachers I n s t r u c t i n g S t u d e n t s i n t h e Use of P o r t a b l e Power Tools . . .

The Kinds of A b r a s i v e s Used by S t u d e n t s of Machine Woodworking I and I I

F i n i s h i n g M a t e r i a l s and Procedures Used b y S t u d e n t s i n Machine Woodworking I and I I . . .

F i n i s h i n g Equipment on Which I n s t r u c t i o n i n Use i s Covered b y Machine Woodworking Teachers

F i n i s h i n g Equipment A v a i l a b l e f o r S t u d e n t Use I n Machine Woodworking I and I I . ,

F i n i s h i n g O b j e c t i v e s f o r Machine Woodworking I and I I . . . .

Page

3 7

38

39

I4O

1|1

lj.2

kl

h$

I4 6

hi

LIST OP ILLUSTRATIONS

Figure ' Page

1. Location of the High Schools Represented in the Study 27

vi

CHAPTER I

INTRODUCTION

Statement of th© Problem

This is a study of the course offerings in machine wood,-*

working I and II in the high schools In the state of Texas to

ascertain if any deviations have been made from the state pre-

described course of study to meet.the individual needs of the

community*

Purpose of the Sfcudy

The purpose of this study is to determine whether any

deviation is made between the state predescribed course of

study and the curriculum offerings as taught by the teachers

in the individual school districts®

In tracing curriculum differences between the industrial

arts programs in the secondary schools of Texass the following

factors were considered! (1) What are the school curriculum

offerings in machine woodworking I and II in the various high

schools? (2) Do the high school offerings agree with the pre-

described curriculum content as mentioned by the Texas Education

Agency?^ (3) In what ways do these curriculum offerings differ

from the predescribed offerings?

L i m i t a t i o n s of t h e S t u d y

This s t u d y was l i m i t e d t o on ly t h e n i n e t y - s i x a c c r e d i t e d

h igh s c h o o l s i n Texas wh ich o f f e r e d b o t h machine woodworking I

and I I . I n o r d e r t o d e t e r m i n e t h e c r e d i t a b i l i t y of t h e i n d i v i d -

u a l s c h o o l s , mineographed m a t e r i a l e n t i t l e d I n d u s t r i a l A r t s i n

Texas 1966-1967, was u s e d . Th i s s t u d y d id not i n c l u d e t r a i n i n g

s c h o o l s of j u n i o r and s e n i o r c o l l e g e s , p r i v a t e s c h o o l s , i n s t i -

t u t i o n s , o r t e c h n i c a l t r a d e h i g h schools®

Source of Data

The d a t a used I n t h i s s t u d y were o b t a i n e d f rom b o o k s , pub-

l i c a t i o n s f rom t h e Texas E d u c a t i o n Agency, and q u e s t i o n n a i r e s

r e c e i v e d f rom s e v e n t y - t w o , o r 73»h P e r c e n t , of t h e n i n e t y -

e i g h t h igh s c h o o l t e a c h e r s i n Texas which t e a c h b o t h machine

woodworking I and I I .

Method of P rocedure

Th i s s t u d y Is d i v i d e d i n t o f i v e c h a p t e r s . Chap te r I I i s

d e v o t e d t o a s t u d y of t h e c u r r i c u l u m o f f e r i n g s and c o u r s e con-

t e n t s u g g e s t e d £>y t h e Texas E d u c a t i o n Agency. This s t u d y was

made i n o r d e r t o o b t a i n a more t h o r o u g h knowledge of t h e o v e r -

a l l p i c t u r e of c u r r i c u l u m o f f e r i n g s I n i n d u s t r i a l a r t s machine

woodworking I and I I i n t h e s t a t e of T e x a s .

"*~Texas E d u c a t i o n Agency, I n d u s t r i a l A r t s i n Texas 1966-1967 ( A u s t i n , T e x a s ) .

The data in Chapter III refers to the Instructional staff

and course content. Chapter IV contains an analysis of present

course offerings, with emphasis on variations from the pre-

described course offerings for machine woodworking I and II.

Chapter V includes the summary of the first three chapters and

the conclusions that seem to be the most outstanding. The re-

commendations ar^ also included in Chapter V.

Definition of Terms

Certain terms are pertinent to the study and are defined

as follows:

Industrial arts includes those phases of general education which deal with Indus try--materials, occupations, processes, and products~-and with the problems resulting from the industrial and technological nature of society.2

Secondary schools are the schools which provide secondary

education. These schools include the four grades--ninth, tenth,

eleventh, and twelfth, preceeding college or university study.

Accredited high schools are those schools which meet the

standards of the Texas Ediication Agency for accreditation.

Instructional staff are those teachers who actually do the

instructing in the secondary industrial arts classes.

Curriculum offer!ngs refer to the entire scope of learning

3 opportunities provided by the school. Curriculum is the total

~ ' 2 ~ ~ " ~ ~ ' ~ ~ ~

Gordon 0. Wilber, Industrial Arts in General Education (Scranton, Pennsylvania, l^WJ"* p. 2. ~ ~ ~ ~

3 J. Galen Saylor and William M. Alexander, G'urriculum

Planning for Modern Schools (Hew York, 1966),

r

series of learning opportunities provided by a particular school

for its own student body. The curriculum plan in turn gives

guidance to groups of teachers and individual teachers in pro-j

viding learning opportunities for the particular learner. ''

Predescribed course of study refers to the course of study

which is recommended by the monograph entitled Woodworking,

Grades 7-12,' prepared for the Texas Education Agency by the

Texas Industrial" Arts Association.

General Shop is a term applied to the type of shop organi-

zation in which several phases of industrial arts training are

in process at the same time#

Recent and Related Studies

Research revealed that there had been few studies made

directly concerning the curriculum content in machine wood-

working I and II in the secondary schools of Texas. Of the

studies reviewed, the following were found to'be most pertinent.

In 1967* B. M. Moore made a study in which he attempted to

gather the most current available information concerning the

qualifications and status of industrial arts teachers in Texas,

His study included 15>2 public schools of Texas.

Ibid., 6.

£ Billy M. Moore, "A Study of the Qualifications and Status

of Industrial Arts Teachers in Texas," unpublished Blaster's thesis, Department of Industrial Arts, North Texas State Uni-versity, Denton, Texas, 19&7.

He found , t h r o u g h t h e use of q u e s t i o n n a i r e s , t t e t t h e

t y p i c a l i n d u s t r i a l a r t s t e a c h e r t augh t woodworking and d r a f t -

ing cour ses each d a y . ^

Moore observed t h a t of 'the i n d u s t r i a l a r t s t e a c h e r s i n -

c luded i n h i s s t u d y 83.5> per c e n t t augh t only i n d u s t r i a l a r t s

c l a s s e s . The n o n - i n d u s t r i a l a r t s c l a s s t augh t most o f t e n by 7

i n d u s t r i a l a r t s t e a c h e r s was a c t u a l l y d r i v e r - e d u c a t i o n .

The t y p i c a l t e a c h e r s involved i n Moore's s t u d y had h e l d

one p rev ious t e a c h i n g p o s i t i o n but had been i n h i s p r e s e n t 8

p o s i t i o n f o r s ix t o e igh t y e a r s .

Joe H. Parmer p repared a s t u d y i n 1939 concerning whether

o r not t h e c o l l e g e s of Texas were p r e p a r i n g i t s s t u d e n t s of

i n d u s t r i a l a r t s t o teach e f f e c t i v e l y i n the high schools of 9

Texas . His s t u d y r e l a t e s to t h i s r e p o r t i n two ways#

Parmer ' s s tudy r e v e a l e d t h a t out of 2lij. s e n i o r h igh schoo l s

i nc luded i n t h i s s t u d y , e igh t i n d u s t r i a l a r t s t e a c h e r s had taught

between twenty and t h i r t y y e a r s ; twenty-one between f i f t e e n and

twenty y e a r s ; t h i r t y - f i v e between t e n and f i f t e e n y e a r s ; twen ty -

nine between f i v e and t e n y e a r s ; seventy-one between one and 10

f i v e y e a r s ; and one r e p o r t e d t h e minimum of 1}..5> months . 6 Q 7 I b i d . , p . 83 . I b i d .

8 I b i d . 9 <

Joe H. Parmer , "To Determine Whether or Not t h e Col leges of Texas Are Prepar ing The i r S tuden t s of I n d u s t r i a l Ar t s to Teach E f f e c t i v e l y i n t h e High Schools of Texas , " unpubl i shed m a s t e r ' s t h e s i s , Department of I n d u s t r i a l A r t s , North Texas S t a t e U n i v e r s i t y , 1939* '

10-,. , I b i d . , p . 62 .

Approximately sixty-five per cent of the 2ll(. teachers "in~

eluded in Parmer's study were teaching three of the most

frequently taught units-~hand woodwork, mechanical drawing, and 11

machine woodwork. %

Carroll B. Pippin made a study to determine if the voca-

tional education and industrial arts program of the Orange, 12

Texas,Public Schools were meeting the needs of the community.

He sent questionnaires to present students, former students,

parents of present students, and parents of former students in

order to obtain information concerning the student use of the

vocational or industrial training received in the high schools

of the Orange Public Schools district#

Pippin reported that both the vocational education and

the industrial arts programs were inadequate at Orange High

School. The department was inadequate in both machinery and 13

necessary materials. He concluded by saying that the voca-

tional e ducati on and industrial arts programs of the Orange

High School were to some extent meeting the needs of the com-

munity.^ 11

Ibid., p. 63,

12 Carroll Bryant Pippin, "A Survey to Determine if the

Vocational Education and Indiistrial Arts Program of the Orange Public Schools is Meeting the Needs of the Community,"-unpub-lished master's thesis, Department of Industrial Arts, North Texas State University, Denton, Texas, I9I19.

13 Ibid., p. 93.

li]. Ibid. , p. 9!].. 4

David R. Enderby made a study in 1950 concerning the

industrial arts programs of the teacher training institutions

of Oklahoma to determine if the teachers in the high schools

15

of Oklahoma were receiving adequate training. He used a

questionnaire which was sent to the high school teachers in

the field of industrial arts. His findings were that the in-

structors were not teachers of a single industrial field; they 3 6

were teachers of a variety of industrial fields. ' He also reported that the average number of years of teaching experi-»

i 7 ence for each teacher was eight and six tenths.

Robert H. Glenn made a study of the qualifications and

general status of the industrial arts teachers employed in tho 18

secondary schools of Arkansas during the 1953-1934 school year.

Two aspects of his study are of some value to this study. "'{1)

The average number of students taught daily by the thirty-seven 19

industrial arts teachers was 107® (2) The industrial arts teachers in Arkansas were prepared adequately only in woodwork,,

20 drawing, and metal work.

~P • • — < <

David R. Enderby, "A Study of the Industrial Arts Pro-grams of the Teacher Training Institutions of Oklahoma to Determine if the Teacher of Industrial Arts in the RL-gh Schools of Oklahoma Are Receiving Adequate Training," unpublished master's thesis, Department of Industrial Arts, North Texas State University, Denton, Texas, 1950•

•^Ibid., p. 7l+. ^Ibid., p. 73.

Robert H. Glenn, "An Analysis of the Qualifications and General Status of the Industrial Arts Teachers Employed in the Secondaiy Schools of Arkansas During the 1953-1954 School Year," unpublished master's thesis, Department of Industrial Arts, North Texas State University, Denton, Texas, 195^*

^ibld., p. 77. 2 0 i M d „ p. 78.

8

I n 1966, a s tudy e n t i t l e d I n d u s t r i a l Ar t s Educat ion--A

Survey of Programs, Teacher s , S t u d e n t s , and Curriculum was 21

made by Marsha l l L . Sehmit t and Albe r t L. P e l l e y . The i r

s tudy was a na t ionwide s u r v e y of t h e 1962-1963 sch6ol y e a r .

The r e s e a r c h i n d i c a t e d , among o t h e r t h i n g s , t h a t the average

number of years of t e a c h i n g exper i ence was nine and f i v e t e n t h s 22

yea r s •

21 Marsha l l L . Sehmit t knd A l b e r t L. P e l l e y , I n d u s t r i a l

A r t s Education---A Survey of Programs, Teacher s , S^u3errE"s, and Curr iculum (Washington, Government Pr i nt i ng Off i c e , •

22 I b i d . , p . 29•

CHAPTER II

AN ANALYSIS OP THE CURRICULUM OFFERINGS AMD COURSE CONTENT

AS OUTLINED FOR MACHINE WOODWORKING I AND II BY . „

THE TEXAS EDUCATION AGENCY

A study of the Texas Education Agency monograph entitled,

Woodworking, Grades J-12, was made to determine the best guide

lines for students in machine woodworking I and II in the

secondary schools of Texas." The monograph was prepared by

the Texas Industrial Arts Association. The chairman of the

committee was Ronald L. Foy, Synder High School, Snyder, Texas,

and included other noted teachers in the woodworking field*

The curriculum offerings for machine woodworking I and II

as set up by the Texas Education Agency were designed to refine

and increase skills taught in secondary schools over the state

of Texas. The course content included a survey of the wood-

working production methods and the necessary skills in shop

operation and machine maintenance. Student projects were to

require extended periods of work on complicated machine setups

and operations.

Machine woodworking includes machine and tool maintenance,

which involved the care of machines, benches, portable machines;

and hand tools. Related technical information and safety

1 Texas Education Agency, Woodworking, Grades 7-12 (Austin

Texas, 1965)', p. 36.

10

instruction are mutually correlated with the instruction of

machine operation and maintenance. Other areas of concen-

trated study include products of the woodworking industries,

historical periods of furniture, characteristic distinctions

between the many different kinds of woods, methods of logging,

sawing, grading, classifying, and careers in woodworking in-

dustries •

State Suggested Course of Study for Woodworking I

The grade placement for machine woodworking I, as sug-

gested by the monograph entitled, Woodworking, Grades 7,-12, is p

grades ten through twelve,~ The initial part of machine wood-

working I is a review of the prerequisite general wo odworking•

The student must master everything listed an the following re-

vi ew»

Reading and understanding are of prime importance to the

student of industrial arts * The student, will learn the dif-

ferent types of drawings, along with the alphabet of linese

Design of the project and project planning also include general

knowledge about a working drawing. With a complete set of

working drawings, a student should determine how much lumber

he will need and how much the said lumber will cost. The stu-

dent should determine the price, providing he is alert about

purchasing policies used by industry and his local school.

2 Ibid*

11

The best time to determine the types of wood joints needed

and the type of fasteners and hardware desired is during,

examination of the working drawing.

The use, care, and maintenance of power tools such as saws,

jointers, planes, portable drills, drill presses, sanders, wood-

turning lathes and routers should be known before the student

attempts any machine operation. The hand tools such as saws,

planes, chisels, borirg; and drilling tools, and measuring and

layout tools are the basic tools with which the st\i.dent must be

thoroughly familiar before he can attempt complicated machine

operational setups. The student must realize that safety edu-

cation is a major phase of the instructional program in

3

woodworking. Accor dirg to the Agency's monograph, machine

operational safety and hand tool, safety are very essential be-

fore a student begins any industrial operation.

Industrial arts involves instruction in the use and pro-

duction of lumber. Not only is the student taught the.

characteristics and differences between the various kinds of

trees, but he also learns how the lumber proceeds from a tree

to a board ready to be used. Thus, a vast horizon of woodwork-

ing occupations opens up.

The public is attracted to a piece of furniture by its de-

sign, color, or usefulness; therefore, the student of industrial

arts machine woodworking needs to be aware of the vast area of

design. He must realize that creative planning must meet a 3ibid., p. 59.

12 r

s p e c i f i c need . The s p e c i f i c need i s fo l l owed by the v i s u a l

image i n t h e s t u d e n t ' s mind. A f t e r t he image i s developed

m e n t a l l y and on p a p e r , the s tuden t should begin t h i n k i n g about

t h e kind of m a t e r i a l needed and the c o n s t r u c t i o n s t e p s i n -

v o l v e d . The v i s u a l image i s used to de termine t h e kind of d e s i g n ,

whether i t be s t r u c t u r a l or d e c o r a t i v e . A f t e r t h e s t u d e n t has

developed the t y p e of d e s i g n , he must t hen t h i n k of t h e p r i n -

c i p l e s of d e s i g n , such as fo rma l ba lance or i n f o r m a l b a l a n c e ,

u n i t y , p r o p o r t i o n , and r e p e t i t i o n of rhythm. Design must be

c a r e f u l l y planned and cons ide red b y t h e s t u d e n t b e f o r e begin-™

ning p r o j e c t work. The s t u d e n t should a l s o be taught some of

t h e r e l a t e d i n f o r m a t i o n about d e s i g n i n i n d u s t r y and d e s i g n

of machines •

The Agency has recommended t h a t a p r o j e c t must be planned

a f t e r t he d e s i g n has been dec ided upon. Planning a p r o j e c t

i n v o l v e s f o u r major s t e p s of c a r e f u l c o n s i d e r a t i o n b e f o r e t h e

s t u d e n t i s a c t u a l l y ready t o go t o the s tock room.

The f i r s t major c o n s i d e r a t i o n i s s e l e c t i o n of a p r o j e c t .

Before the s t u d e n t can beg in a p r o j e c t , he must c o n s i d e r the

f o l l o w i n g q u e s t i o n s : can t h e s t u d e n t use t h e p r o j e c t , what i s

t h e e s t i m a t e d c o s t of s a id p r o j e c t , w i l l t h i s p r o j e c t be com-

p a t i b l e w i t h o t h e r home f u r n i t u r e , i s t h e s tudent capab le of

complet ing the p r o j e c t , and w i l l the p r o j e c t demand new e x p e r i -

ences? The i n s t r u c t o r can he lp t h e s t u d e n t to he lp h imse l f i n

s e l e c t i n g a p r o j e c t by s u g g e s t i n g some p r o c e d u r e s , such a s

c o l l e c t i o n , - s e l e c t i o n , and development of i d e a s .

13

A f t e r t h e s t u d e n t has s e l e c t e d , t h e p r o j e c t , he must t h e n •%

txirn h i s 1 a t t e n t i o n t o t h e second m a j o r s t e p i n p r o j e c t p l a n -

n i n g . S e l e c t i o n of m a t e r i a l s i s e q u a l l y i m p o r t a n t a s s e l e c t i o n

of a p r o j e c t . The m a t e r i a l s a v a i l a b l e t o t h e s t u d e n t must have

t h r e e c h a r a c t e r i s t i c s . F i r s t , t h e a v a i l a b l e m a t e r i a l must have

a d a p t a b i l i t y t o work ing s i t u a t i o n s . S e c o n d l y , t h e m a t e r i a l must

be of good d u r a b i l i t y . The l a s t f e a t u r e and p o s s i b l y t h e most

i m p o r t a n t i s the w o r k a b i l i t y of the m a t e r i a l . The s t u d e n t must

c o n s i d e r a l l of t he above f e a t u r e s b e f o r e he makes h i s d e c i s i o n

about d e s i r a b l e m a t e r i a l s .

The t h i r d ma jo r s t e p i n p r o j e c t p l a n n i n g i s c o n s t r u c t i o n

o r g a n i z a t i o n , which must b e g i n w i t h a working drawing o r i l ~

l u s t r a t i o n . The next move i s t o comple t e a b i l l of m a t e r i a l s .

The most i m p o r t a n t s t e p of t he o r g a n i z a t i o n i s t h e working

p r o c e d u r e s , which must be f o r m u l a t e d p r i o r t o b e g i n n i n g a p r o j e c t .

The f o u r t h and f i n a l s t e p of p r o j e c t p l a n n i n g i s the s e -

l e c t i o n of an a p p r o p r i a t e f i n i s h . The s t u d e n t must b e aware

of t h e many t y p e s of f i n i s h e s , t h e d u r a b i l i t y of c e r t a i n

f i n i s h e s , t h e c o s t of a p p l i e d f i n i s h e s , a p p l i c a t i o n of v a r i o u s

f i n i s h e s , % t p d t h e t ime i n v o l v e d i n o b t a i n i n g a d e s i r a b l e f i n -

i s h . T h e ^ j u a l i t y of a f i n i s h i s o f t e n dependent upon t h e

f i n i s h i n g equ ipmen t . The s t u d e n t must a l s o c o n s i d e r t h e

d e g r e e d i f f i c u l t y i n v o l v e d i n u s i n g c e r t a i n t ypes of e q u i p -

m e n t . N ^ f t e r he has c o n s i d e r e d t h e s e l e c t i o n of t h e p r o j e c t ,

s e l e c t i o n of m a t e r i a l s , t h e p l a n n i n g of the p r o j e c t , ard the

s e l e c t i o n of a p p r o p r i a t e f i n i s h e s , he w i l l be p r e p a r e d t o

I}] .

begin his operational steps involved in completion of a

pro ject •

Jigs and Fixtures

Jigs and fixtures are tooling devices designed and built

to be used while making several parts in some phase of industry.

Templates are patterns o£ guides used to determine size or

shape of an object to be made from raw material.

Many features go into the design of a good jig or fixture.

The Texas Education Agency recommends that the student in ma-

chine woodworking"I and II follow a designated set of steps

to achieve a well-designed jig or fixture.

The first step in designing a jig is determining the type

of jig needed. The following types of jigs a.nd fixtures per-

tain only to the* woodworking industry. Drill jigs are either

used for cylindrical stock or for multidrilling. Assembly jigs

are used in assembling many identical pieces. The bending jig

Is used exclusively on projects which require an unusual bend

or turn. Contour jigs should be either a clamping type or a

cradle-holding type. Finishing and trim jigs are both designed

to benefit the final appearance of the completed project.

The student's awareness of the basic principles of good

jig or fixture design will help with its construction. Accord~

ing to the Agency, the student must first be acquainted with .

the varioxis types of jigs. He must then know the basic di-

mensions of the jig and whether it will be compatible with its

different operations. The best location for the jig, the ease

15

of loading and unloading the tool, and the size and kind of

material to be used, must all be considered before undertaking

its construction. The student must also determine how the jig

is to be anchored to the machine. It is important that the

student know how to care and store the various types of jig

or fixture properly.

The Agency goes on to suggest that the student be familiar

with some of the simpler jigs designed for use on some of, the

more commonly used machines. The radial arm saw, the circular

saw, the jointer, the band saw, the wood-turning lathe, and the

shaper are the basic machines that a student in machine wood-

working I uses during the course year*

Power Woodworking Machinery

The student in industrial arts must be taught both simple

setups as well as the complex setups, when using the power wood-

working machines• Before he begins his study of the various

machines, he must be made aware of the individual safety pro-

cedures for each individual machine.' The power machines with

which the student is concerned in machine woodworking I are

the circular saw, jointer, shaper, surfacer, drill press, band

saw, disk and belt sander, and the wood-turning lathe.

It is recommended that the student know various methods of

cutting wood stock when using the circular saw. Crosscut,

ripping stock, resawing stock, and cutting duplicate lengths

are all methods of cutting stock. The monograph also suggests

that the student know the way to cut a woodworking joint with

16

t he c i r c u l a r saw. Some of the j o i n t s which can be cu t on a

c i r c u l a r saw a r e as fo3.1ows: r abbe t j o i n t s , dado j o i n t s ,

groove j o i n t s , m i t e r j o i n t s , s p l i n e m i t e r j o i n t s , t e n o n s ,

g a i n s , and tongue-and-groove j o i n t s . Other c u t s , such as t a p e r s ,

b e v e l s , a n g l e s , and cove c u t s , can a l s o be made on t h e c i r c u l a r

saw.

The Agency recommends t h a t t he s tuden t become f a m i l i a r

w i th t h e j o i n t e r . The j o i n t e r i s used t o j o i n t an edge o r

end of a boa rd , t o s u r f a c e narrow s t o c k , t o cu t a r abbe t

edge , t o c u t beve l s and chamfe r s , and t o cu t t a p e r s .

The sbaper i s a very neces sa ry but dargerous machine i n

t h e woodworking shop. Some of the o p e r a t i o n s which t h e s t u -

cent can perform wi th t h i s machine a r e as f o l l o w s : shape

molding cu t s on s t r a i g h t , cu rved , and i r r e g u l a r s u r f a c e s and

edges , shape moldix^ c u t s f o r i n s i d e c u r v e s , molding f l u t e s

and r e e d s , d u p l i c a t e molding cu t s us ing p a t t e r n j i g s and shape-

s topped m o l d i r g s .

The s t u d e n t uses the s u r f a c e r i n many advantageous ways#

The s u r f a c e r i s capable' of per forming the f o l l o w i n g o p e r a t i o n s ;

s u r f a c e s t o c k t o t h i c k n e s s , s u r f a c e narrow s t o c k , and s u r f a c e

t h i n s t o c k us ing backing boards•

The d T i l l p ress i s a very v e r s a t i l e machine, w i t h which

every machine woodworking s t u d e n t must become f a m i l i a r .

S t r a i g h t d r i l l i n g , angular d r i l l i n g , and r o u t i n g a r e a few

of the o p e r a t i o n s t h a t t he Agency recommends. The s t u d e n t

17 r

should know how to change drills for routing and shaping. The

drill press is also used commonly by students tod rill plastics,

metals» and composition materials.

The industrial' arts machine woodworking student must be

aware of the operations' which can be performed with the jig saw.

The following operations can be performed on the jig sawj saw-

ing outside and inside curves, cut piece and fret work, saw

composition type of materials, saber sawing, special filing

operations, and light metal sawing.

It is suggested that the student know how to perform

various operations on the band saw, such as sawing irregular

lines, ripping stock to given lines, cutting off stock, re-

sawing stock with a jig, ripping stock with a fence, sawing

tenons,' cutting slip joints, and bevel cutting with a tilted

tab1e•

The disk and belt sander is a very useful machine, provid-

ing the student receives the proper orientation about the

machine's operations. The disk and belt sander is capable of

performing such duties as sanding flat surfaces, sanding end

and edge grains, and sanding curved surfaces. The student must

also know how to change belts and disk paper.

.The wood-turning lathe has many operational uses other than

making a simple machine turn screw adjustment. The machine

wood-turning lathe involves such procedures as centering

stock in lathe, mounting work between centers, roughing work

with a gouge, smoothing work with a skew, marking off

18

patterns on stock, cutting shoulders with skew, cutting tapers

with .a skew, cutting beads and convex surfaces with a skew,

scraping with a skew, cutting concave curves with a gouge,

scraping with a square-nose chisel, cutting shoulders with a

suare-ncse chisel, using a parting tool, using a spear-point

tool, using a round-nose tool, and using calipers for exact

turning.

It is recommended by the Agency that every student in

machine woodworking be aware of certain general facts and in-

formation about each power machine. The machines recommended

by the Agency are the circular saw, jointer, shaper, surfacer,

drill press, jig saw, band saw, disk and belt sander, and the

wood-turning lathe. The general facts which he must know are

the types and sizes of all the above-mentioned machines. It

is also recommended that the student know how to care for and

make the various adjustments on these machines. The student

should be aware of the range of work which may be performed

on a given machine, the functions of the working parts, motor

size, revolution per minute, and over-all machine construction®

According to the Agency the student in machine woodworking

will acquire certain knowledge, which is not mentioned above,

about the machines that he uses daily. The student operating

the circular saw must know how to change saw blades, dado heads,

and other accessories. It is recommended that he know how to

joint sav; teeth, gum, set, and file the circular saw teeth.

It v/ould be desirable for the student operating the jointer

19

t o know how to remove, g r i n d , b a l a n c e , whet , and. r e p l a c e j o i n t e r

k n i v e s . The shaper o p e r a t o r must know how to pu t on the s h a p e r

c u t t e r s c o r r e c t l y , and know t h e many combinat ions of shaper

k n i v e s . The d r i l l p r e s s has one aspec t beyond what was p r e -

v i o u s l y mentioned by t h e Agency. The s t u d e n t needs t o know t h e

d i f f e r e n t kinds of d r i l l s and b i t s used i n the d r i l l p r e s s . The

s t u d e n t ope ra t ing the j i g saw needs t o b e aware of the procedure

fo l l owed i n o r d e r t o charge b l ades f o r d i f f e r e n t k inds of. work.

The s t u d e n t o p e r a t i n g t h e band saw must know how t o change

b l ades and the methods of r e c o n d i t i o n i n g and r e p a i r i n g t h e

b l a d e s . Wood-turning l a t h e o p e r a t o r s i n t h e h i g h schoo l wood-

working l a b o r a t o r i e s need t o be aware of the methods of apply ing

a b r a s i v e papers t o the d i s c , as w e l l as i n f o r m a t i o n about t h e

v a r i o u s a b r a s i v e g r i t s .

This l i s t of machine o p e r a t i o n s and s tuden t a t t a i n m e n t s i s

not i n c l u s i v e . Some of the machines l i s t e d above a re v e r y over -

l app ing i n terms of d i s t i n c t i o n between i n t r i c a t e machine

o p e r a t i o n s and g e n e r a l or o v e r - a l l o p e r a t i n g p r i n c i p l e s . Many

of t h e s e same ope ra t i ons and p r i n c i p l e s w i l l l ap over a l s o i n -

to t h e p o r t a b l e power t o o l o p e r a t i o n s and p r o c e d u r e s .

Po r t ab l e E l e c t r i c Power Tools

The d i s c u s s i o n of cu r r i cu lum con ten t by t h e committee from

the Texas Educa t ion Agency i n r ega rd to t h e p o r t a b l e e l e c t r i c

power t o o l s begins w i t h t h e most impor tan t f e a t u r e f i r s t —

s a f e t y . ^ S a f e t y i n s t r u c t i o n should proceed any i n i t i a l work

V b i d . , p . I}.?.

20

done with the portable electric power tools by any machine

woodworking student.

The Agency recommends that safety instruction on portable

electric power tools begin with a section on ground.wires and

connections. The next section includes clamping devices for

holding material. With the above two safety practices in

mind, the student can then begin to work with the correct

operational procedures.

The instructor has responsibilities toward use and care of

portable power tools which do not necessarily involve the stu~

dent directly. It is his responsibility to see that suitable

storage is provided for the power tools. An inspection must

be made frequently, checking the wiring, plugs, switches and

bushings. The instructor must see that every power tool is

oiled and greased. The clearing of air inlets and outlets is

also his responsibility.

The Agency recommends that students in machine woodworking

know the safe operation of the following portable electric

power tools: the portable electric hand drill, the portable

electric bayonet, saber, and jig saws, the portable electric

hand saw, the portable electric router, and the portable

electric belt, disk,and orbital sanders.

Abrasives

The student in machine woodworking is required to know

much about the abrasives industry. He must know the purposes,

as well as the classification, of abrasives. Coated abrasives,

which include the various types of abrasives, backing, adhesive

21

c o a t i n g s , f l e x i b i l i t y of b a c k i n g , c l a s s e s of c o a t e d a b r a s i v e s ,

p r e p a r a t i o n of a b r a s i v e g r a i n s , and g r a d e s of a b r a s i v e g r a i n s

a r e a l s o i n c l u d e d i n c u r r i c u l u m o f f e r i n g s i n machine wood-

w o r k i n g . A b r a s i v e f l o u r s , which i n c l u d e c l a s s e s of f l o u r s s u c h

as r o t t o n s t o n e , pumice , t r i p o l i , and d ia tomaceous s i l i c a , w i l l

a l s o be i n c l u d e d i n t h e o v e r - a l l c u r r i c u l u m . This s e c t i o n a l s o

i n c l u d e s t h e s e l e c t i o n of t h e p rope r a b r a s i v e i n t h e u s e of t h e

g r i n d e r , d i s c s a n d e r , and p o r t a b l e s a n d e r s ~ ~ b e l t , d i s c , o r b i t a l ,

and s t r a i g h t - l i n e .

The Agency r e p o r t s t h a t i f t he s t u d e n t i s p r o p e r l y t a u g h t

t h e s e c t i o n on a b r a s i v e s , he w i l l be a b l e to a ccompl i sh t h e

f o l l o w i n g : (1) t h e s e l e c t i o n and use of t h e p r o p e r c o a t e d

a b r a s i v e , (2) t h e p r e p a r a t i o n of s u r f a c e s f o r f i n i s h i n g w i t h

s and ing m a c h i n e s , and (3) t h e a b i l i t y t o r e c o g n i z e t y p e s ,

g r a d e s , g r i t s , and the p r i n c i p l e u s e s of a b r a s i v e s u s e d i n t h e £

woodworking i n d u s t r y .

F i n i s h e s

The s e c t i o n on f i n i s h i n g , a c c o r d i n g t o t h e Texas E d u c a t i o n

Agency, b e g i n s w i t h r e c o g n i t i o n of t h e g e n e r a l p u r p o s e s of

f i n i s h i n g . The monograph recommends t h a t f o u r p u r p o s e s b e r e c -

ogn ized a t t h e t ime t h e i n s t r u c t o r p l a n s h i s y e a r l y c u r r i c u l u m .

The f i r s t of t h e s e p u r p o s e s i s t he enhancement of the b e a u t y

of a p r o j e c t . The second purpose i s p r e s e r v a t i o n of t h e wood

of t h e p r o j e c t . S t a b i l i t y and s a n i t a t i o n a r e t h e t h i r d and

f o u r t h p u r p o s e s .

5 • ^ I b i d . , p . 5 1 .

22

The student of machine woodworking must understand the

preparation of surfaces for finishing. The Agency lists four

aspects that are involved in surf ace preparation. The se-

lection of the proper abrasive, sponging and resandlng,

preparation of defects, and removal of dents, are the main

factors which the monograph recommends for the student.

It is recommended that the student be taught about certain

finishing materials and finishing procedures before he attempts

to finish any woodworking project. These materials and pro-

cedures are as followsj stains and staining, wood fillers,

varnishes, shellacs, lacquers, bleaching, paints, enamels, abra-

sive flours, and polishes and waxes. He must also be instructed

in the proper use of the following equipment and suppliess

paint brushes, paint rollers, spray equipment, paint and var~

nish removers.

The industrial arts department must always maintain a

certain level of safety precaution in the finishing rooms or

spray booths. General safety of the finish room should include

ventilation, lighting, exhaust systems, handling of materials

and waste, storage and proper labeling of materials, protective

equipment, good housekeeping, and fire fighting equipment, along

with its proper usage.

The student in machine woodworking should have a suggested

finishing schedule to use as a guide for future finishing

work. The following is a schedule recommended by the Agency:

the preparation of surfaces, bleaching, staining, wash coat,

2 3 r

f i l l i n g , s e a l i n g , shade o r g l a z e , f i n i s h c o a t s , compound p o l -6

i s h and wax.

The Agency s t a t e s t h a t i f t h e i n s t r u c t o r f o l l o w s t h e above

c u r r i c u l u m recommendat ions , i n r e g a r d t o f i n i s h i n g a p r o j e c t ,

t h e s t u d e n t w i l l a p p r e c i a t e f i n e f u r n i t u r e f i n i s h e s , deve lop a

p r i d e of wo rjkmanship, p r e p a r e s e v e r a l t y p e s of s u r f a c e s f o r

f i n i s h i n g , p r e p a r e f i l l e r s f o r d i f f e r e n t k inds of woods, p r e -

p a r e and a p p l y d i f f e r e n t s t a i n s , and know s e v e r a l t y p e s of

f i n i s h e s and methods of c l e a n i n g and c a r i n g f o r f i n i s h i n g ma-

t e r i a l s and equipment*

The i n d u s t r i a l a r t s woodworking l a b o r a t o r y must a l s o b e

equipped w i t h m a t e r i a l s which a r e n e c e s s a r y t o o b t a i n t h e d i f -

f e r e n t t y p e s of f i n i s h e s on p r o j e c t s . B r u s h e s , s p r a y b o o t h

o r room, d r y i n g room, a b r a s i v e s , b l e a c h , wood doughs , s t i c k

s h e l l a c , e l e c t r i c p r e s s i n g i r o n , s t a i n s , f i l l e r s , s e a l e r s ,

g l a z e , shad ing l a c q u e r s , t o n e r s , f i n i s h c o a t m a t e r i a l s , s o l -

v e n t s and t h i n n e r s , me t a l s t o r a g e c a b i n e t f o r f i n i s h i n g i

m a t e r i a l s , and a covered m e t a l was te r e c e p t a c l e a r e a l l r e -

q u i r e d t o make a f i n i s h i n g room comple te to meet t h e Agency ' s

s t a n d a r d s •

Machine Woodworking II .

Machine Woodworking I I , g r ade p lacement 11 -12 , i s a f o l -

low-up c o u r s e , w i t h machine woodworking I as a p r e r e q u i s i t e .

The s t u d e n t i n woodworking I I s h o u l d o b t a i n a h igh d e g r e e of

I b id . - , p . 6i|«

2k

skill and craftsmanship in millwork and furniture making

through the completion of extended periods of work on compli-

cated machine setups and operations. Actual application, where

desirable, will be introduced, involving the principles and pro-

cedures of the building trades. The student will study the

technical information pertaining to consumer knowledge and

specific courses in the woodworking field.

"Machine woodworking II should be designed to meet the

7

specific needs of the community." The student in woodworking

II should have already gained credit for two previous years of

woodworking, and should have attained some degree of skill,

accuracy, and knowledge about the woodworking industry# In

machine woodworking II, the instructor should strive to ac-

complish the course objectives that are set forth by the Agency* To develop the quality of craftsmanship using

tools, materials, machinery, and processes of in-dustry equal to that of the industrial job shop.

To provide related technical information in selecting careers in the woodworking industries.

To provide experiences in making complicated machine setups and operations using woodworking machines correlated with production jobs and stu-dents' projects.

To provide related technical information, safety precautions, and experiences correlated with tools, machine maintenance, and operation procedures.

To provide related technical information and • experiences in the range of building and milling materials of the wood industry, purchasing, storing, and handling of supplies.

To provide related technical information and experiences in custom and production finishing techniques with natural and synthetic resins in the woodworking industry.

To provide for historical research, design and planning, and to evaluate workmanship in products

^Ibide, p." 56.

25

of t h e i n d u s t r i e s ; emphasis should be p laced on c a b i n e t making and the c o n s t r u c t i o n of o t h e r compl i -ca t ed woodworking p r o j e c t s . "

Machine woodworking I I i s a course which o f f e r s the i n -

s t r u c t o r a n o p p o r t u n i t y to work i n d i v i d u a l l y w i t h t h e s t u d e n t

i n o b t a i n i n g h i s i n d i v i d u a l o b j e c t i v e s . S p e c i a l i z a t i o n i n

s e v e r a l a r e a s should be encouraged dur ing t h i s c o u r s e . Car-

p e n t r y , f a b r i c a t i o n , e x p e r i m e n t a t i o n , f i n i s h i n g , a n d r e f i n i s h i n g

a r e among t h e s p e c i a l i z a t i o n a r e a s which a r e recommended f o r

t h e s t u d e n t by t h e Agency.

The i n s t r u c t o r must keep i n mind t h a t each s t u d e n t i s an

i n d i v i d u a l and t h a t h i s i n t e r e s t s w i l l vary g r e a t l y from those of

o t h e r members of his c l a s s .

The b a s i c resume of t h e e n t i r e machine woodworking I I

s e c t i o n r e v o l v e s around the idea t ha t t h e ' c o u r s e w i l l be de -

s igned and planned t o meet the needs of the s c h o o l , the

community, and the i n d i v i d u a l s t u d e n t .

8 ' ' ' ~ I b i d .

CHAPTER I I I

PRESENTATION OP DATA FROM INSTRUCTORS WHO TEACH MACHINE

WOODWORKING I AND I I IN THE HIGH SCHOOLS

OP THE STATE OF TEXAS

This c h a p t e r p r e s e n t s d a t a c o n c e r n i n g t h e cu r r i cu lum, con-

t e n t of s e v e n t y - t w o h i g h - s c h o o l i n d u s t r i a l a r t s woodworking

i n s t r u c t o r s . A q u e s t i o n n a i r e was d e s i g n e d and m a i l e d t o t h e

n i n e t y - e i g h t t e a c h e r s of t he h i g h s c h o o l s who o f f e r b o t h

machine woodworking I and I I . The q u e s t i o n n a i r e was comple t ed

and r e t u r n e d by s e v e n t y - t w o , o r 7 3 P e r c e n t , of t h e t e a c h e r s

l o c a t e d i n t h e v a r i o u s p a r t s of t h e s t a t e . A copy of t h e

q u e s t i o n n a i r e i s i n c l u d e d i n t h e Appendix .

The d a t a r e c e i v e d f r o m t h e t e a c h e r s were g i v e n c a r e f u l

c o n s i d e r a t i o n , and an a t t e m p t has b e e n made t o de t e rmine what

i s i n c l u d e d i n i n d u s t r i a l a r t s woodworking I and I I i n t h e

p u b l i c s choo l s of T e x a s . The q u e s t i o n n a i r e s e c u r e d i n f o r m a t i o n

p e r t a i n i n g t o t e a c h i n g e x p e r i e n c e , t e a c h i n g l o a d , c o u r s e o b -

j e c t i v e s , p r e r e q u i s i t e s t u d e n t u n d e r s t a n d i n g of working

d r a w i n g s , power t o o l s and hand t o o l s u s e d by s tude ,n t s , common

woodworking c o n s t r u c t i o n j o i n t s , p r o j e c t ' p l a n n i n g , s e l e c t i o n of

m a t e r i a l s , j i g s and f i x t u r e s , o p e r a t i o n of power mach ine ry ,

p o r t a b l e power t o o l s , a b r a s i v e s , the use and p r e p a r a t i o n of

f i n i s h e s , and a v a i l a b l e m a t e r i a l s . These d a t a w i l l be p r e s e n t e d

th rough t h e u s e of t a b l e s and a n i l l u s t r a t i o n . F i g u r e 1 shows

26

27

t h e app rox ima te l o c a t i o n of t h e h i g h s c h o o l s t h a t a r e r e p r e -

s e n t e d i n t h i s s t u d y .

P i g . l - - L o c a t i o n of t h e h i g h s c h o o l s r e p r e s e n t e d i n t h e s t u d y .

1

According t o t h e I n d u s t r i a l A r t s i n Texas 1966-1967

d i r e c t o r y of i n d u s t r i a l a r t s t e a c h e r s , t h e s t u d y i s i n c l u s i v e ,

and i n c l u d e s a l l h igh s c h o o l s t h a t o f f e r b o t h i n d u s t r i a l a r t s

machine woodworking I and I I i n t h e s t a t e of Texas .

Tab le I c o n t a i n s d a t a c o n c e r n i n g t h e number of y e a r s of

t e a c h i n g e x p e r i e n c e of t h e s e v e n t y - t w o r e s p o n d e n t s . Accord ing

Texas • E d u c a t i o n Agency, I n d u s t r i a l A r t s i n Texas 1966-1967 ( A u s t i n , T e x a s ) .

28

t o t h e s e d a t a , a l a r g e r number of t e a c h e r s f e l l w i t h i n t h e

f o u r - t o s i x - y e a r i n t e r v a l .

TABLE ,1

THE NUMBER OP YEARS TEACHING EXPERIENCE OP INDUSTRIAL ARTS TEACHERS

Number of Years Number Teaching of

Exper ience Teachers

9 17

7-9 1 8 10-12 . . . . 7 13-15 10 16-18 8 19-21 [j. 21- o r over 9

Table I I c o n t a i n s d a t a concern ing the number of s e c t i o n s

of b o t h machine woodworking I and I I t augh t by t e a c h e r s i n

the s t a t e of Texas. I t was found t h a t t h e g r e a t e s t pe r cen t age

of the t e a c h e r s t augh t two s e c t i o n s of machine woodworking I

and two s e c t i o n s of machine woodworking I I . Prom the data

ob ta ined i t was found t h a t t h e t e a c h e r s invol-ved i n t h i s stxidy

t augh t an average of f o u r s e c t i o n s of bo th machine woodworking

I and I I d a i l y . F u r t h e r t r e a t m e n t of t h e d a t a r e v e a l e d t h a t

one respondent t augh t s i x s e c t i o n s of machine woodworking I

d a i l y , and t h a t one respondent t a u g h t one s e c t i o n of machine

woodworking I I d a i l y . The d a t a a l s o r e v e a l e d t h a t I 4 3 . 6 pe r

cent of the t e a c h e r s t augh t two s e c t i o n s of machine woodwork-

ing I I .

TABLE II

THE NUMBER OF MACHINE WOODWORKING SECTIONS TAUGHT DAILY BY INDUSTRIAL ARTS TEACHERS

29

Daily Sections of Machine Woodworking

Number of

Teachers Per Cent I 11

Number of

Teachers Per Cent

1 19 26.3

1 20 27.7

2 23 31.8

2 35 Ij.8.6

3 15 29.8

3 5 6.9

k 9 12.5

- k 3 ij-.l

5 3 If.l

5 1 1.3

6 1 « ?

1.3

Table III contains information concerning the average

number of students taught daily by teachers. The greatest

percentage taught from seventy-six to one hundred students

per day. Further analysis of the data revealed that between

15>1 and 175 students were taught each day by one teacher. The

largest percentage of teachers taught approximately 100 stu-

dents, while the smallest percentage'of teachers taught

approximately 170 students per day.

30

TABLE III

THE NUMBER OP STUDENTS TAUGHT DAILY BY SEVENTY-TWO INDUSTRIAL ARTS TEACHERS

Numb e r Numb e r of of

Students Teachers

51-75 8 76-100 27 101-125 25 126-150 11 151-175 1

Table IV presents data concerning the other areas of

industrial arts that are taught. The largest percentage of

TABLE IV

AREAS OP INDUSTRIAL ARTS OTHER THAN MACHINE WOODWORKING I AND II TAUGHT BY WOODWORKING TEACHERS

Industrial Arts Area Taught

Number o f Teache rs Per Cent

Mechanical Drafting 16 22.2

Metals 8 11.1

Crafts 6 8.3

Machine Woodworking III 6 8.3

Machine Woodworking IV 6 8.3

General Shop 5 6.9

Power Mechanics 2 . 2.7

Electricity-Electronics 1 1 .3

None 29 if0.2

31 r

t he t e a c h e r s r e p o r t e d t o be t e a c h i n g on ly machine woodworking

I and I I . Of t h e t e a c h e r s who t a u g h t o t h e r a r e a s of i n d u s -

t r i a l a r t s , 22 .2 p e r c e n t t a u g h t mechan ica l d rawing . One of

t h e t e a c h e r s r e p o r t e d t h a t he t a u g h t one s e c t i o n of e l e c t r i c i t y -

e l e c t r o n i c s , wh i l e two o t h e r t e a c h e r s r e v e a l e d t h a t t h e y t a u g h t

s e c t i o n s of power mechan ic s .

Tab le V c o n t a i n s d a t a conce rn ing t h e o b j e c t i v e s of t h e

t e a c h e r s i nvo lved i n t h e s t u d y . These da ta d i s c l o s e d t h a t

TABLE V

NUMBER OP RESPONDENTS WITH SAME OBJECTIVES FOR MACHINE WOODWORKING I" AND I I AS SPECIFIED BY THE BULLETIN

ENTITLED WOODWORKING, GRADES 7-12

O b j e c t i v e s Number of

Teachers Per Cent

Develop Q u a l i t i e s of Cra f t smansh ip 67 93

Provide Techn ica l I n f o r m a t i o n f o r Caree r Seekers k9 68

I n s t r u c t Complicated Machine S e t -ups and Opera t ions kk 61.1

Provide Techn ica l I n f o r m a t i o n , S a f e t y P r e c a u t i o n , Machine Main tenance , Tool Exper i ence and O p e r a t i o n Procedures 10 97.2

Provide I n f o r m a t i o n on Woodworking I n d u s t r y , P u r c h a s i n g , S t o r i n g k3 69.7

Provide I n f o r m a t i o n on Custom and P r o d u c t i o n F i n i s h i n g Techniques 1*2 58.3

Provide f o r Research and E v a l u a t i o n of Workmanship 3° l f l . 6

32 r

f o u r t e e n , o r 1 8 , 1 pe r c e n t , of the t e a c h e r s i n d i c a t e d t h a t

t h e i r o b j e c t i v e s p a r a l l e l e d a l l of t h e o b j e c t i v e s a s s e t f o r t h

by t h e Texas E d u c a t i o n Agency i n t h e monograph e n t i t l e d Wood-

work ing , Grades 7-12 p r e p a r e d by t h e Texas I n d u s t r i a l A r t s

2

A s s o c i a t i o n . S e v e n t y , or 97*2 p e r c e n t , of t h e t e a c h e r s i n -

d i c a t e d t h a t t o p r o v i d e t e c h n i c a l i n f o r m a t i o n , s a f e t y p r e c a u t i o n ,

machine m a i n t e n a n c e , t o o l e x p e r i e n c e , and o p e r a t i o n p r o c e d u r e

were commonly r e c o g n i z e d a s be ing p a r a l l e l t o t h e i r o b j e c t i v e s #

Table V a l s o i n d i c a t e d t h a t s i x t y - s e v e n t e a c h e r s , o r 93*0 p e r

c e n t , t r i e d t o d e v e l o p q u a l i t i e s of c r a f t s m a n s h i p i n t h e i r s t u -

d e n t s . F o r t y - n i n e t e a c h e r s , o r 68 .0 p e r c e n t , i n d i c a t e d t h a t

t h e y s t r o v e to p r o v i d e t e c h n i c a l i n f o r m a t i o n f o r c a r e e r - s e e k i n g

s t u d e n t s . P r o v i d i n g f o r r e s e a r c h and e v a l u a t i o n of workmanship

was r e c o g n i z e d as t h e l e a s t i m p o r t a n t by t h i r t y t e a c h e r s #

Tab le VI c o n t a i n s d a t a c o n c e r n i n g t h e p r e r e q u i s i t e s r e -

q u i r e d by t h e t e a c h e r s under c o n s i d e r a t i o n . T w e n t y - s i x of them

r e q u i r e d g e n e r a l woodworking b e f o r e machine woodworking I . F u r -

t h e r a n a l y s i s r e v e a l e d t h a t f i f t y - n i n e of them r e q u i r e d machine

woodworking I b e f o r e machine woodworking I I , whi le t e n of them

r e q u i r e d no p r e r e q u i s i t e f o r any of t h e i r woodworking s e c t i o n s .

Tab le VII c o n t a i n s d a t a c o n c e r n i n g t h e u s e of t h e power

woodworking m a c h i n e r y . According t o t h e s e d a t a , 7&«3 pe r c e n t

of the t e a c h e r s have t h e i r s t u d e n t s u s i n g a l l of t h e machines , as

l i s t e d i n Table V I I . 2

Texas E d u c a t i o n Agency, Woodworking, Grades 7 -12 ( A u s t i n , Texas , 1965)*

33

TABLE VI

SCHOOL REQUIRED PREREQUISITES FOR MACHIHE WOODV/ORKING I AND II

Prerequisite •Number of Teacters

General Woodworking before Machine Woodworking I 26

Machine Woodworking I before Machine Woodworking II 59

No Prerequisite for any Woodworking . . . . . . . . . . . . . . . . . . 10

As shown in Table VII, all of the teachers had their

students using the band saw, with seventy, or 97.2 per cent,

using the jointer. Fewer students used the scroll saw as in-

dicated by sixty-one, or 8I4.• 7 per cent, of the teachers included

in the study.

TABLE VII

POWER- WO CD WORKING TOOLS USED BY STUDENTS IN MACHINE WOODWORKING I AND II

Machines

Saws Scroll (Jig) Circular Band

Jointer Planer Electric Hand Drill Drill Press Sanders Wood Turning Lathe Router

Number of Teac her s

6l 69 72 70

69 70 70 70 67

Per Cent

81*.7 95.8 100.0 97.2 95.8 95.8 97.2 97.2 97.2 9)4.8

3l+

Table V I I I c o n t a i n s d a t a c o n c e r n i n g t h e u s e , c a r e and.

ma in tenance of hand t o o l s . According t o t h e s e d a t a , f i f t y -

t h r e e of t h e t e a c h e r s i n s t r u c t e d t h e i r s t u d e n t s i n the u s e ,

c a r e , and ma in t enance of a l l hand t o o l s l i s t e d i n the t a b l e .

TABLE V I I I

INSTRUCTION IN THE USE, CARE, AND MAINTENANCE OF HAND TOOLS BY MACHINE WOODWORKING TEACHERS

Hand Tools Number of Teachers Per Cent

8571 93 .0 91.6

. 8I4.7 ' 8 7 . 5

Saws P lanes C h i s e l s Bor ing and D r i l l i n g Tools Measuring and Layout Tools

The most commonly used t o o l was the hand .p lane . This was i n -

d i c a t e d by 93*0 Per c e n t of t h e t e a c h e r s . Bor i rg and d r i l l i n g

t o o l s were used by s i x t y - o n e , o r 8i | .7 pe r cen t of t h e t e a c h e r s .

The t e a c h e r s of machine woodworking I and I I were asked i f

t h e y r e q u i r e d t h e i r s t u d e n t s t o be a b l e to r e a d and u n d e r s t a n d

a working d r a w i n g . The m a j o r i t y , s i x t y - f i v e , or 90*2 per c e n t ,

f e l t t h e y had t o t e a c h t h e i r s t u d e n t s to be a b l e t o r e a d and

u n d e r s t a n d a working d r a w i n g . The m i n o r i t y , f o u r , or 5*5 p e r

c e n t , , f e l t t he s t u d e n t need not be f a m i l i a r wi th a working

d r a w i n g .

A d d i t i o n a l i n v e s t i g a t i o n of t h e q u e s t i o n n a i r e d i s c l o s e d

t h a t t he t e a c h e r s , a s a who le , r e q u i r e d t h e i r s t uden t t o b e

35

able to measure lumber. The majority, seventy, or 97*2 per

cent, indicated that they teach their students to measure

lumber®

Table IX contains data concerning the common construction

wood joints that the teachers required their students to be

able to design and construct for project use. Thirty-eight

required their students to know all the wood joints listed in

Table IX.

TABLE IX

COMMON WOODWORKING JOINTS USED BY STUDENTS IN PROJECT CONSTRICTION IN MA.CHINE WOODWORKING I M D II

Joints Number of Teachers Per Cent

Rabbet Dado Miter Lap Mortise and Tenon

9U.7 9jf*7 94-7 76.3 63.8

Further breakdown of Table IX revealed that the rabbet,

dado, and miter joint all received .7 per cent support from

the teachers. The data also revealed that the mortise and

tenon joint was used by students in 63.8 per cent of the classes,

Table X contains data concerning the emphasis placed on

the elements of design in planning a project. The teachers

indicated that a project must be thoroughly planned before

a student can begin any steps of construction.

36

. TABLE X

ELEMENTS OP DESIGN EMPHASIZED IK PLANNING OP PROJECTS BY STUDENTS IN MACHINE WOODWORKING I AND I I

1

Number of .,«««%««,

Elements Teachers Per Cent

Balance 75.9 Uni ty V 5 0 . 1 p r o p o r t i o n 6o 8 3 . 3 R e p e t i t i o n of Rhythm 17 23.6 Func t ion 61} 88 .8

As shown i n Table X, i t I s i n d i c a t e d t h a t f u n c t i o n , w i t h

88 .8 per c e n t , had t h e h ighes t pe rcen tage of i n t e r e s t among t h e

t e a c h e r s . R e p e t i t i o n of rhythm was used by f e w e r , 23.6 p e r

c e n t , of them. The d a t a i n Table X a l s o r e v e a l e d t h a t one

t e a c h e r i n d i c a t e d t h a t he d i d not t e a c h h i s s t u d e n t s any of

t h e e lements of d e s i g n ment ioned.

Table XI c o n t a i n s da t a concerning the f a c t o r s t h a t t e a c h e r s

have i n d i c a t e d as b e i n g impor t an t and should be cons ide red by

s t u d e n t s when t h e y a r e p lanning t h e i r p r o j e c t s . As n o t e d , s i x -

t e e n of t h e t e a c h e r s taught a l l of t h e f a c t o r s ment ioned . •

Need of t h e p r o j e c t and e s t ima ted c o s t both r e c e i v e d 91.6

pe r cent of t h e t e a c h e r ' s a t t e n t i o n . Table XI a l s o r e v e a l s

t h a t s i x t y - f o u r , or 88 .8 per c e n t , of the t e a c h e r s i n i i c a t e d

t h a t t h e c a p a b i l i t y of the s t u d e n t should be c o n s i d e r e d b e f o r e

he beg ins p lanning h i s p r o j e c t s .

TABLE XI

FACTORS GIVEN CONSIDERATION IN PLANNING PROJECTS FOR MACHINE WOODWORKING I AND II

37

Considerations Number of Teachers Per Cent

Need 66 91.6 Estimated Cost 66 ?i.6 Compatibility 30 I41.6 New Experience Demand • ' hi 56.8 Capability of Student oU 88.8 Collection of Ideas 38 52.7 Selection of Best Ideas 52 72.2 Development of Ideas 5k 75.0

Table XII presents data concerning the factors involved

in selection of materials. Twenty-seven, or 37*5 P©r cent, of

the teachers taught all the factors listed.

TABLE XII

FACTORS USED IN THE SELECTION OF MATERIALS WHEN PLANNING PROJECTS FOR MACHINE WOODWORKING I AND II

Factors Number of Teachers Per Cent

Adaptability k* 66.6

Durability 75.0

Availability 55 76.3

Workability 61 81̂ .7

38 r

Sixty-one, or 8I4..7 per cent, of the teachers felt that

workability was the most important factor concernirg the se-

lection of materials. Adaptability, with forty-eight teachers,

or 66.6 per cent, was the last choice. Additional separation

of the data revealed that the number of teachers ranged from

forty-eight to sixty-one, indicating that all the factors in

Table XII are included in.the instructor's course of study.

Table XIII presents data concerning the performances that

students follow when completing their project planning. Forty-

five, or 62.£ per cent, of the teachers taught their students

all of the project planning procedures that were mentioned in

the table.

TABLE XIII

'PROJECT PLANNING PERFORMANCES TAUGHT BY TEACHERS OF MACHINE WOODWORKING I AND II

Performances

Number of

Teachers Per Cent,

Development of Drawing or 67 Illustration 67 93.0

List of Materials 60 83.3

Work!ng Procedure 50 69.il

39

r

A m a j o r i t y of t h e t e a c h e r s , s i x t y - s e v e n , o r 9 3 » 0 p e r c e n t ,

f e l t t h a t t h e d e v e l o p m e n t o f d r a w i n g s o r i l l u s t r a t i o n s w e r e

o f p r i m e i m p o r t a n c e i n p r o j e c t p l a n n i n g . The w o r k i n g p r o c e ~

d u r e was of l e a s t i m p o r t a n c e , a c c o r d i n g t o t h e d a t a o b t a i n e d

f r o m t h e w o o d w o r k i n g t e a c h e r s i n T e x a s .

T a b l e XIV p r e s e n t s d a t a c o n c e r n i n g t h e n u m b e r o f m a c h i n e

j i g s a n d f i x t u r e s t h a t w e r e b e i n g u s e d b y t h e s t u d e n t s i n t h e

m a c h i n e w o o d w o r k i n g I a n d I I c l a s s e s . The d a t a r e v e a l e d t h a t

f o u r t e a c h e r s t a u g h t t h e i r s t u d e n t s t h e u s e of a l l m e n t i o n e d

m a c h i n e j i g s a n d f i x t u r e s , w h i l e o n e i n s t r u c t o r r e p o r t e d t h e

u s e of n o m a c h i n e j i g s o r f i x t u r e s i n h i s c l a s s e s .

TABLE XIV

MACHINE J I G S AND FIXTURES USED BY STUDENTS IN MACHINE WOODWORKING I AND I I

J i g o r F i x t u r e Number o f

T e a c h e r s P e r C e n t

R a d i a l A m Saw 3 3 1 | 5 . 8

C i r c u l a r Saw 5 9 8 1 . 9

J o i n t e r 2k 3 3 . 3

Band Saw hi 5 9 . 7

L a t h e 2k 3 3 . 3

S h a p e r 2 3 3 1 . 9

H o l l o w C h i s e l M o r t i s e r 19 2 6 . 3

D r i l l P r e s s 5 2 12.2

J40 r

The students in machine woodworking I and II used jigs

and fixtures on the circular saw more than, any other piece of

machinery in the machine woodworking laboratory. The least

used machine jig or fixture was the hollow chisel mortiser, as

indicated by nineteen, or 26.3 per cent, of the teachers.

Table XV presents data concerning the safe and effective

use of power machines. The data revealed that twenty-six, or

36.I per cent, of the teachers instructed their students in

the safety and effective use on all of the machines mentioned.

TABLE XV

POWER MACHINES USED BY STUDENTS IN MACHINE WOODWORKING I AND II

Machines Number of Teachers Per Cent

Circular Saw 66 91.6

Jointer 66 91.6

Shaper 39 54.1

Surfacer 67 93.0

Drill Press 69 95.8

Jig Saw 59 •81.9

Band Saw 68 9k

Disk and Belt Sander 60 83.3

Wood Turning Lathe 66 91.6

kl

A c l o s e r look at t h e d a t a I n Table XV r e v e a l e d t h a t s i x t y -

n i n e , or 95*8 P e r c e n t , of the t e a c h e r s i n s t r u c t e d t h e i r s t u d e n t s

i n t h e s a f e and e f f e c t i v e use of the d r i l l p r e s s . Al l of t h e

machines l i s t e d i n the t a b l e were i n the n i n e t y per cen t range ,

wi th t h e e x c e p t i o n of t h e shape r w i th t h i r t y - n i n e , or 5ij..1 per

c e n t , and the j i g saw, which r e c e i v e d f i f t y - n i n e , or 81 .9 pe r

c e n t , of the suppor t of t h e t eache r s#

Table XVI c o n t a i n s data concerning the p o r t a b l e e l e c t r i c

power t o o l s . S i x t y - s e v e n , o r 93*0 per cen t of t h e t e a c h e r s

i n s t r u c t e d t h e i r s t u d e n t s on t h e s a f e procedures of p o r t a b l e

power t o o l s . S a f e t y i n s t r u c t i o n inc luded such t h i n g s as

ground wi re s and c o n n e c t i o n s , clamping dev ices foik ho ld ing

m a t e r i a l s , and c o r r e c t o p e r a t i o n a l p r o c e d u r e s .

TABLE XVI

THE NUMBER OP TEACHERS INSTRUCTING STUDENTS IN THE USE OP PORTABLE POWER TOOLS

P o r t a b l e Power Tools Numb er of

Teachers Per Cent

Po r t ab l e E l ec t r i d Hand D r i l l 62 8 6 . 1

P o r t a b l e E l e c t r i c Saw ^ . .75-0 1

P o r t a b l e E l e c t r i c Hand Saw 23 31.9

Po r t ab l e E l e c t r i c Router 62 8 6 . 1

P o r t a b l e E l e c t r i c B e l t , Disk Sanders , and O r b i t a l Sanders 62 8 6 . 1

1|2

The portable electric hand, drill, the portable electric

router, and the portable electric belt, disk sanders, and

orbital sanders all received support by sixty-two, or 86.1

per cent, of the teachers. Twenty-three, or 31*9 P e r cent,

indicated that they generally did not instruct their students

on the use of portable electric hand saw. The portable electric

saw received fifty-four, or 75*0 P©r cent, indicating that most

teachers were giving their students instruction in that area#

The teachers were asked if they instructed their students

in the general purposes and classificationsof abrasives. The

majority, sixty-two, or 86.1 per cent, said that they did in-

struct their students on the general purposes and classifications

of abrasives. The remaining seven teachers disclosed that they

did not.

Table XVII contains data concernirg the kinds of abrasives

used by the students. Porty-nine of the teachers instructed

TABLE XVII

THE KIND OF ABRASIVES USED BY STUDENTS OP MACHINE WOODWORKING I AND II

Abrasives

Number of

Teachers Per Cent

Rottenstone Pumi c e Tripoli Diatomaceous Silica

!»2

\ 9

7

S - 3

68.0 5.5 9.7

L k3

their students in the use of pumice. Rottenstone, with forty-

two,, or £8.3 per cent, was the woodworking teachers' second

choice. Tripoli was the lowest choice, with four teachers, or

per cent, responding.

The data showed that sixty, or 83.3 Pe:r cent, of the

teachers instructed their students in the use of steel wool as

an abrasive. The remaining eight did not use steel wool in

their curriculum content.

Results from the questionnaires also revealed that seventy,

or 97*2 per cent, of the teachers felt that the students must

know how to prepare wood surfaces with sandpaper abrasives.

The remaining two did not respond on this item on the question-

nai re •

Table XVIII contains data concerning'finishing materials

and procedures that are recommended for student use by the

TABLE XVIII

FINISHING MATERIALS AND PROCEDURES USED BY STUDENTS IN MACHINE WOODWORKING I AND II

Materials and Procedures Number of

Per Cent

Stains and Staining Fillers Varnishes Shellac Lacquers Bleaching Paints Enamels Abrasive Flours Polishes and Waxes Paint and Varnish Remover

94 4 73.6 hh.k 86.1 22.2 5>6.8 hb 25.0 83.3 62.5?

jr

Texas Educa t ion Agency. I t has a l r e a d y been shown t h a t s i x t y -

f i v e , or 90*2 p e r c e n t , of t h e t e a c h e r s f e l t t h a t s t u d e n t s should

know the purposes of f i n i s h i n g m a t e r i a l s . The d a t a o b t a i n e d

from the q u e s t i o n n a i r e a l s o d i s c l o s e d t h a t s i x t y - s e v e n , or 93*0

per c e n t , of t he t e a c h e r s f e l t t h a t they were o b l i g a t e d t o t e a c h

t h e i r s t u d e n t s t h e d i f f e r e n t methods of p r e p a r a t i o n of s u r f a c e

p r e p a r a t o r y to f i n i s h i n g . The remaining two t e a c h e r s who r e -

sponded to the q u e s t i o n n a i r e d id not f e e l t h a t the s t u d e n t

needed i n s t r u c t i o n i n t h a t a r e a .

According t o Table XVIII , 95*8 p e r cent of t h e t e a c h e r s

t augh t about s t a i n s and the p rocedures used i n apply ing s t a i n s #

The s m a l l e s t p e r c e n t a g e , 22.2 per c e n t , i n d i c a t e d t h a t t h e i n -

s t r u c t o r s r a r e l y t augh t the b l each ing method. A d d i t i o n a l

a n a l y s i s of Table XVIII r e v e a l e d t h a t two of t h e t e a c h e r s

i n s t r u c t e d t h e i r s t u d e n t s on a l l t h e l i s t e d m a t e r i a l s and p r o -

c e d u r e s . j

Table XIX c o n t a i n s d a t a concern ing the proper use of some

of the r e l a t e d f i n i s h i n g m a t e r i a l s . According t o t h e d a t a ,

f o u r of the t e a c h e r s i n d i c a t e d t ha t they i n s t r u c t e d t h e i r s t u -

den t s i n a l l of t h e r e l a t e d m a t e r i a l s i n Table XIX.

S i x t y - t w o , or 86 .1 pe r c e n t , of t h e t e a c h e r s gave t h e i r

s t u d e n t s i n s t r u c t i o n i n t h e p roper ca re and use of ' paint:

b r u s h e s . The da ta a l s o r e v e a l e d t h a t f o u r , o r 5*5 per c e n t ,

of t he t e a c h e r s gave i n s t r u c t i o n in t h e c a r e and use of pa in t

r o l l e r s . One i n d i c a t e d t h a t he does not i n s t r u c t i n any of

t h e r e l a t e d m a t e r i a l s l i s t e d i n Table XIX.

TABLE XIX

FINISHING EQUIPMENT ON YffllCH INSTRUCTION IN USE IS COVERED BY MACHINE WOODWORKING TEACHERS

Number of ! ~

Equipment 'Teachers Per Cent

Paint Brushes 62 8 6 . 1

Pa int R o l l e r s

Spray Equipment 50 6 9 4

The t e a c h e r s were asked i f t h e y covei? f u r n i t u r e r e f i n i s h -

i n g i n t h e i r course o f s tudy . Of the t e a c h e r s who responded,

t h i r t y - e i g h t , or 5 2 . 7 per c e n t , did i n s t r u c t t h e i r s t u d e n t s

on the many phases of f u r n i t u r e r e f i n i s h i n g . One of t h e r e -

spondents reported t h a t he d id not cover f u r n i t u r e r e f i n i s h i n g

i n h i s y e a r l y course of s t u d y .

The t e a c h e r s have i n d i c a t e d that s i x t y , or 83*3 P e r c en t ,

gave i n s t r u c t i o n on the genera l s a f e t y of the f i n i s h i n g room.

The remaining three t e a c h e r s i n d i c a t e d tha t they did not t e a c h

t h i s p h a s e .

Table XX conta ins data concerning the a v a i l a b l e f i n i s h i n g

equipment and s u p p l i e s i n t h e i n d u s t r i a l a r t s f i n i s h i n g rooms.

S i x t y - e i g h t , or 9 4 4 P e r c en t , of the t eachers have s t a i n i n g

m a t e r i a l i n t h e i r f i n i s h i n g rooms. F i l l e r s and l a c q u e r s , both

wi th s i x t y - t h r e e , or 87 .5 P e r cent ,were the next most popular

1*6 r

m a t e r i a l s i n t h e a v e r a g e f i n i s h i n g room. S i x t e e n , or 2 2 . 2

p e r c e n t , of t h e t e a c h e r s i n d i c a t e d t h a t b l e a c h and g l a z e were

not i n c l u d e d i n t h e a v e r a g e f i n i s h i n g room m a t e r i a l s #

TABLE XX

FINISHING EQUIPMENT AND SUPPLIES AVAILABLE FOR STUDENT USE IN WOODWORKING I AND I I

Equipment Number of

Per Cent

Spray Booth o r Room Dry ing Room A b r a s i v e s B l e a c h Wood Doughs

•S t i ck S h e l l a c S t a i n s S e a l e r s Lacquers F i l l e r s Glaze S o l v e n t s and Th inne r s Metal S to r age f o r M a t e r i a l s Covered Metal Waste C o n t a i n e r

72.2 2 6 . 3 8 7 . 5 22.2 7 3 . 6

2 7 . 5 9m-8 l | . 7 90.2 90.2 22.2 88.8 kd:l

Table XXI c o n t a i n s d a t a conce rn ing f i n i s h i n g a t t a i n m e n t s

which were recommended by t h e Texas E d u c a t i o n Agency. Seventy-

one , or 9 9 . 1 pe r c e n t , of t h e t e a c h e r s i n d i c a t e d t h a t d e v e l o p -

ment of p r i d e of workmanship was the most i m p o r t a n t f i n i s h i n g

a t t a i n m e n t . The a c t u a l p r e p a r a t i o n of t he d i f f e r e n t f i n i s h e s

w i t h f i f t y - t w o , or 7 2 . 2 pe r c e n t , was t h e lowes t p e r c e n t a g e

i n d i c a t e d . Deeper i n v e s t i g a t i o n of the d a t a of Table XXI r e -

v e a l e d t h a t f o r t y - f i v e , o r 6 2 . 5 pe r c e n t , of t h e t e a c h e r s f e l t

t h a t t h e y f a v o r e d a l l of t h e l i s t e d f i n i s h i n g a t t a i n m e n t s .

kl

TABLE XXI

FINISHING OBJECTIVES FOR MACHINE WOODWORKING I AND II

Attainments Number of Teachers Per Cent

Appreciation of Fine Furniture Finishes 6 J 4 . 8 8 . 8

Development of Pride of Workmanship 71 99.1

Preparation of Different Finishes 52 7 2 . 2

Preparation and Application of Fillers 6k 8 8 . 8

Preparation and Application of Stains 6 8 9l|.I|.

Knowledge of Several Types of Finishes 58 8 0 . 1 4 .

Cleaning and Caring for Finishing Equipment 69 95.8

Additional data obtained from the questionnaires revealed

that thirty-four, or ij.7• 2 per cent, of the teachers were striv-

ing to enhance the experiences of the student in areas which

are impractical to be experienced first-hand In the home cr

laboratory. Twenty-seven, or 37*5 per cent, of the teachers

indicated that this was not one of their objectives.

Data obtained from the questionnaire revealed that thirty-

nine, or 5^.1 per cent, of the teachers felt that inachine

woodworking, with two years prerequisite in woodworking, should

be designed specifically to meet the needs of the community.

The questionnaire also revealed that twenty-eight, or 38.8 per

cent, of the teachers did not feel that machine woodworking

should be designed to meet the needs of the community.

lj.8

The teachers were asked.if they would like to receive a

summary of this study. Of the seventy-two teachers, fifty-

four, or 75*0 percent, replied that they would like to have

such a summary, while eighteen, or 25.0 per cent, indicated

that they did not care to have a copy. These data indicated

that the teachers involved in this study were interested in

a study of this type.

CHAPTER IV

AN ANALYSIS OP PRESENT COURSE OFFERINGS WITH EMPHASIS

ON VARIATIONS FROM THE PRESCRIBED COURSE

OFFERINGS FOR MACHINE WOODWORKING

I AND I I

Chap te r IV i s devo ted t o an a n l a y s i s of t h e p r e s e n t c o u r s e

o f f e r i n g s i n machine woodworking I and I I i n t h e h i g h s c h o o l s

i n t h e s t a t e of Texas . S p e c i a l emphasis i s p l a c e d on t h e v a r i a -

t i o n s f rom the p r e s c r i b e d c o u r s e o f f e r i n g s as s e t up by t h e

Texas E d u c a t i o n Agency.

Machine woodworking I , as i n d i c a t e d i n t h e monograph, i s

d e s i g n e d t o i n c l u d e e i g h t ma jo r s e c t i o n s of s t u d y . The f i r s t

s e c t i o n of s t u d y i s a r ev i ew of g e n e r a l woodworking. The

second s e c t i o n i s concerned w i t h d e s i g n of p r o j e c t s . The t h i r d

s e c t i o n d e a l s ma in ly with p r o j e c t p l a n n i n g . The f o u r t h s e c t i o n

p e r t a i n s t o t h e power woodworking machinery i n t h e i n d u s t r i a l

a r t s machine woodworking I and I I l a b o r a t o r i e s . The s i x t h

s e c t i o n i n c l u d e s t h e p o r t a b l e e l e c t r i c power t o o l s . The s e v e n t h

s e c t i o n i n c l u d e s t h e u s e of a b r a s i v e s . The e i g h t h and f i n a l

s e c t i o n i s d e v o t e d t o t h e f i n i s h i n g of p r o j e c t s .

The f i r s t s e c t i o n of s t u d y , a r ev iew of g e n e r a l wood work,

i n c l u d e s such a s p e c t s a s t h e f o l l o w i n g : (1) r e a d i n g arri u n d e r -

s t a n d i n g a working drawing; (2) d e s i g p of a p r o j e c t ; (3) p r o j e c t

p l a n n i n g ; (I4.) p u r c h a s i n g and measu r ing lumber; (£) u s e and car©

k9

50

of p o w e r ' t o o l s ; (6) u s e , care. , and main tenance of hand t o o l s ;

(7) types of common wood j o i n t s ; (8) shop s a f e t y and o r g a n i -

z a t i o n ; (9) f a s t e n e r s and ha rdware ; (10) a b r a s i v e s u sed i n

woodwork; (11) f i n i s h i n g m a t e r i a l s and p r o c e s s e s ; (12) g l u i n g

and c lamping; and (13) r e l a t e d i n f o r m a t i o n . The above a r e a s

a r e a l l i n c l u d e d i n t h e q u e s t i o n n a i r e which was ma i l ed t o t h e

n i n e t y - e i g h t h i g h s c h o o l i n d u s t r i a l a r t s t e a c h e r s i n t h e s t a t e

of Texas .

The second s e c t i o n i s main ly concerned w i t h d e s i g n . Th i s

a r e a i n c l u d e s c r e a t i v e p l a n n i n g , k inds of d e s i g n , p r i n c i p l e s

of d e s i g n and t h e r e l a t e d i n f o r m a t i o n which p e r t a i n s t o t h e

d e s i g n of p r o j e c t s .

S e c t i o n t h r e e d e a l s w i t h p r o j e c t p l a n n i n g . P r o j e c t p l a n -

ning cove r s t h e f o l l o w i n g : (1) s e l e c t i o n of p r o j e c t , (2)

s e l e c t i o n of m a t e r i a l s , (3) p l a n n i n g , and (Ij.) s e l e c t i o n of

f i n i s h .

The f o u r t h s e c t i o n emphasizes t h e u s e of machine j i g s and

f i x t u r e s used by t h e i n d u s t r i a l a r t s machine woodworking I

s t u d e n t s . Machine j i g s and f i x t u r e s i n c l u d e s t h e f o l l o w i n g :

(1) j i g s and f i x t u r e s , (2) t e m p l a t e s , (3) d e s i g n of a j i g , (i |)

t y p e s of j i g s and f i x t u r e s p e r t a i n i n g t o t he woodworking i n d u s -

t r y , and (5) j i g s and f i x t u r e s f o r t h e machines i n the machine

woodworking I and II s h o p s .

The f i f t h s e c t i o n p e r t a i n s to t h e power woodworking ma-

c h i n e s i n t h e woodworking l a b o r a t o r y . This s e c t i o n of

i n s t r u c t i o n c o n t a i n s two s e p a r a t e p a r t s f o r t h e s t u d e n t :

51

(1) thir igs the s t u d e n t should be ab l e to do when us ing t h e

power woodworking machines , and (2) t h i n g s the s t u d e n t should

know about power woodworking machinery .

The s i x t h s e c t i o n i s concerned w i t h t h e p o r t a b l e e l e c t r i c

power t o o l s . Inc luded here i s s a f e t y i n s t r u c t i o n i n the u s e

of p o r t a b l e power t o o l s and t h e c a r e and use of p o r t a b l e

e l e c t r i c power t o o l s i n the machine woodworking shop . This

c l a s s i f i c a t i o n i nvo lves t h e p o r t a b l e e l e c t r i c hand d r i l l s , t he

p o r t a b l e e l e c t r i c saw, the p o r t a b l e e l e c t r i c hand saw, t h e poi>

t a b l e e l e c t r i c r o u t e r , &hd the p o r t a b l e e l e c t r i c b e l t , d i s k

and o r b i t a l s a n d e r s .

The s even th s e c t i o n i s concerned w i t h the a b r a s i v e s used

i n t h e machine woodworking c l a s s e s . This s e c t i o n c o n t a i n s the

f o l l o w i n g : (1) purposes of a b r a s i v e s , (2) c l a s s i f i c a t i o n of

a b r a s i v e s , (3) coa ted a b r a s i v e s , (i|) a b r a s i v e f l o u r s , and (5)

s t e e l wools .

The e i g h t h and f i n a l s e c t i o n of machine woodworking I in~

e ludes t h e f i n i s h i n g or p r o j e c t s , (2) p r e p a r a t i o n of s u r f a c e s ,

(3) s t a i n s and s t a i n i n g , (1+) f i l l e r s , (5) v a r n i s h e s , (6) s h e l -

l a c , (7) b l e a c h i n g , (8) a b r a s i v e f l o u r s , (9) p o l i s h e s and

waxes, (10) p a i n t s , (11) enamel, (12) p a i n t b rushes and r o l l e r s ,

(13) spray equipment, ( I I 4 ) p a i n t and v a r n i s h removers , ( l £ )

f u r n i t u r e r e f i n i s h i n g , and (16) g e n e r a l s a f e t y of the f i n i s h i n g

room. S e c t i o n e igh t a l s o i n c l u d e s sugges ted m a t e r i a l s f o r t h e

f i n i s h i n g room.

Machine woodworking I I , wi th machine woodworking i as a

p r e r e q u i s i t e , i s a f o l l o w - u p of machine woodworking I . The

52

students are expected to be able to produce a high degree of

skill and craftsmanship in millwork and furniture construction.

In machine woodworking II, the students are expected to spend

extended periods of time working on complicated machine setups

and operations. Machine woodworking II teachers are expected

to design their course specifically to meet the various needs

of the community.

Specialization is highly encouraged among the students in

machine woodworking II. Specialization areas includes carpen-

try, fabrication, experimentation, finishing, and refinishing.

According to this study, the seventy-two teachers main-

tained basically the same objectives as those mentioned by

the Agency. The teachers of machine woodworking I and II in-

dicated that they were not completely providing for research

and evaluation of workmanship as an objective.

The data obtained from teachers showed that they were in-

structing their students in the proper use of power woodworking

tools as well as the necessary hand too3s. The instructors also

had their students use the most commonly used wood joints in

project construction.

The teachers were instructing in the elements of design

to some extent; however, they were not putting proper emphasis

on repetition of rhythm. Project planning, selection of ma-

terials, and project planning performances were all included

in the teacher's course of study.

£ 3

The s t u d y r e v e a l e d t h a t t h e a v e r a g e t e a c h e r i n s t r u c t e d

h i s s t u d e n t s i n t h e d i f f e r e n t machine J i g s and f i x t u r e s f o r

a l l t h e most commonly u s e d power m a c h i n e s . I t was f o u n d i n

t h e s t u d y t h a t t h e m a j o r i t y of i n s t r u c t o r s w i t h a c c e s s t o t h e

h o l l o w c h i s e l m o r t i s e r were n o t a t t e m p t i n g t o t e a c h t h e u s e of

j i g s and f i x t u r e s a v a i l a b l e f o r s u c h a m a c h i n e .

F i n i s h i n g m a t e r i a l s and f i n i s h i n g equipment was i n d i c a t e d

a s an a r e a of c o m p r e h e n s i v e c o v e r a g e by a l l t h e s e v e n t y - t w o

t e a c h e r s . A f e w of t h e t e a c h e r s i n d i c a t e d t h a t t h e y d i d n o t ,

howeve r , g i v e i n s t r u c t i o n i n t h e b l e a c h i n g of p r o j e c t s . The

a v e r a g e i n d u s t r i a l a r t s woodworking t e a c h e r e m p h a s i z e d t h e

many f i n i s h i n g a t t a i n m e n t s t h a t can b e a c h i e v e d t h r o u g h l e a r n -

i n g t h e p r o p e r methods and p r o c e d u r e s .

A p p r o x i m a t e l y o n e - h a l f of t h e t e a c h e r s s t r i v e d t o e n h a n c e

t h e e x p e r i e n c e s of t h e i r s t u d e n t s i n a r e a s t h a t were i m p r a c t i c a l

t o be e x p e r i e n c e d f i r s t - h a n d i n t h e home or s c h o o l s h o p , and

o n e - h a l f of t h e t e a c h e r s f e l t t h a t mach ine woodworking II, w i t h

two y e a r s ' p r e r e q u i s i t e woodworking , s h o u l d be d e s i g n e d s p e c i f -

i c a l l y t o meet t h e needs of t h e communi ty .

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The p u r p o s e s of t h i s s tudy were t h r e e f o l d ; ( I ) to d e t e r -

mine t h e c u r r i c u l u m o f f e r i n g s i n machine woodworking I and I I

i n t h e h i g h s c h o o l s of Texas du r ing t h e I968--I969 s c h o o l y e a r ,

(2) t o de t e rmine whe the r t h e c u r r i c u l u m o f f e r i n g s of the machine

woodworking I and I I c l a s s e s ag reed w i t h t h e p r e d e s c r i b e d c u r r i -

culum c o n t e n t as s e t up by t h e Texas E d u c a t i o n Agency i n a

1

monograph e n t i t l e d Woodworking, Grades 7 - 1 2 , p r e p a r e d by t h e

Texas I n d u s t r i a l Ar t s A s s o c i a t i o n , and (3) to d e t e r m i n e i n what

ways, i f any , t h e s e c u r r i c u l u m o f f e r i n g s d i f f e r e d from t h e p r e -

s c r i b e d o f f e r i n g s .

The s t udy was l i m i t e d t o o n l y t h e n i n e t y - s i x a c c r e d i t e d

h i g h schoo l s i n Texas which o f f e r b o t h machine woodworking I

and I I . The monograph e n t i t l e d I n d u s t r i a l A r t s : i n Texas 2

1966-196?> w a s used t o o b t a i n t h e names of t h e n i n e t y - e i g h t

t e a c h e r s who t a u g h t b o t h machine woodworking I and I I . Ques t ion-

n a i r e s were s e n t to t h e s e n i n e t y - e i g h t t e a c h e r s and r e t u r n s

r e c e i v e d f rom s e v e n t y - t w o . 1 Texas E d u c a t i o n Agency, Woodworking, Grades 7 -12 ( A u s t i n ,

Texas , 1965) * ~ — 2

Texas E d u c a t i o n Agency, I n d u s t r i a l A r t s i n Texas 1966-1967 ( A u s t i n , T e x a s ) . '

Sk

55

Six p r e v i o u s s t u d i e s were found t o b e r e l a t e d t o t h i s

s t u d y . I n 1967 B i l l y M. Moore made a s t u d y i n v o l v i n g t h e

g e n e r a l q u a l i f i c a t i o n s and s t a t u s of i n d u s t r i a l a r t s t e a c h e r s .

Joe H. Farmer made a s t u d y i n 1939 c o n c e r n i n g t h e c o l l e g e s of

Texas and t h e i r p r e p a r a t i o n of i n d u s t r i a l a r t s s econda ry s c h o o l

t e a c h e r s . Another s t udy was made b y C a r r o l l B. P i p p i n i n 19^9

t o d e t e r m i n e whe the r t h e v o c a t i o n a l e d u c a t i o n and t h e i n d u s t r i a l

a r t s program of t h e Orange P u b l i c Schools i s mee t ing t h e needs

of t h e community. David R. E n d e r b y ' s s t u d y i n 1950 p e r t a i n e d

t o w h e t h e r t h e i n d u s t r i a l a r t s t e a c h e r s i n Oklahoma were r e -

c e i v i n g a d e q u a t e t r a i n i n g . Rober t H. Glenn i n 195^4 wade a s t u d y

t o d e t e r m i n e t h e q u a l i f i c a t i o n s and g e n e r a l s t a t u s of t h e i n d u s -

t r i a l a r t s t e a c h e r s i n A r k a n s a s . Mar sha l l L . Schmi t t and A l b e r t

L. P e l l y produced a s u r v e y i n 1963 of i n d u s t r i a l a r t s e d u c a t i o n ,

w i t h emphasis on p rog rams , t e a c h e r s , s t u d e n t s and c u r r i c u l u m .

The t y p i c a l i n d u s t r i a l a r t s woodworking t e a c h e r i n t h e

p u b l i c s c h o o l s of Texas i n 19&9» a c c o r d i n g t o t he f i n d i n g s of

t h i s s t u d y , had f rom f o u r t o s i x y e a r s t e a c h i n g e x p e r i e n c e , and

had t a u g h t an a v e r a g e of f o u r s e c t i o n s of machine woodworking

d a i l y . The t y p i c a l t e a c h e r d id not t e a c h c l a s s e s i n any a r e a

of i n d u s t r i a l a r t s o t h e r t h a n machine woodworking I and II,

He t a u g h t a p p r o x i m a t e l y 100 s t u d e n t s pe r d a y , and h i s o b j e c t i v e s

were very s i m i l a r t o t h e p r e d e s c r i b e d o b j e c t i v e s a s ovi t l ined

by t h e Agency. The t y p i c a l s c h o o l sys tem r e q u i r e d t h e i n d u s -

t r i a l a r t s s t u d e n t s to have completed machine woodworking I

b e f o r e be ing a l lowed t o a t t e m p t machine woodworking II„

£6

The Agency recommended that machine woodworking I, with

general woodworking as a prerequisite, be designed to include

eight sections of study for high school industrial arts

student. The major eight sections of study included a review

of general woodworking, project design, project planning,

machine jigs and fixtures, power woodworking machinery, por-

table electric power tools, abrasives, and finishing procedures.

Machine woodworking II, with machine woodworking I as a

prerequisite, was designed as a follow-up study. Students in

machine woodworking II were expected to produce a high degree

of skill and craftsmanship in millwork and furniture con-

struction. They were also expected to spend extended lengths

of time on complicated machine setups and operations. The

teachers of machine woodworking II were expected to design

their courses to meet the various needs of the community. Ma-

chine woodworking II teachers were expected to encourage their

students to choose a major area for specialized study. The

areas of specialization were carpentry, fabrication, experi-

mentation, finishing'and refinishing.

The instruction of the seventy-two teachers, according to

this study, followed the predescribed course of study as set

up by the Agency. The individual instruction, was exceptionally

similar to the predescribed course of study in the following

areas: objectives, use of power machinery, hand tools, common

wood pi'oject construction joints, elements of design, project

planning, selection of materials, project planning performances,

57

machine jigs and fixtures, portable power tools, finishing

materials and procedures, available finishing equipment, and

finishing attainments.

Conclusions

This study. indicates that the majority of the industrial

arts machine woodworking I and II teachers were following the

general guidelines of the state predescribed course of study

for machine woodworking I and II. There were, however, a few

cases where the instruction did not parallel the monograph set

forth by the Texas Education Agency.

The following instructional areas were not generally re-

ceiving the teachers' full attention.

1. Not all the industrial arts teachers were striving to

provide for historical research, design and planning, nor were

they evaluating workmanship in products of the industries.

2. Not all teachers of machine v/oodworking required

general v/oodworking as a prerequisite for machine woodworking I.

3. The industrial arts teachers were not all putting much

emphasis on repetition of rhythm, when discussing elements of

design.

if. The majority of instructors with access to the hollow

chisel mortiser were not attempting to teach their students

about the design and use of jigs and fixtures available for

such a machine.

5>. Some teachers did not emphasize instruction on abra-

sives, especially tripoli and diatoraaceous silica.

5>8

6. Not all industrial arts teachers included bleaching

and the use of abrasive flours in their materials and pro-

cedures list for the finishing room.

7. The teachers of industrial arts did not indicate that

they were striving to enhance the experiences of the students

in areas that are impractical to be experienced first-hand in

the home or laboratory.

8. This study indicated that some forty-six per cent of

the teachers questioned did not feel that machine woodworking

II should be designed to meet the specific needs of the com-

munity.

Recommendati ons

The following recommendations seem to be justified in

terms of the findings of this study*

1. It is recommended that industrial arts machine wood-

working I and II teachers continue with the course of

instruction which is now being used.

2. A specific attempt should be made by the Texas Edu-

cation Agency to supervise more closely all industrial arts

machine woodworking curriculum offerings throughout the state.

3. A'study should be made of the other areas .of indus-

trial arts to determine whether the teachers are following the

courses of study as set forth by the Texas Education Agency.

CITIES IN TEXAS THAT WERE INCLUDED IN THIS STUDY

Alice Alta Loma Aransas Pass Arlington Austin Beaumont Beeville Bryan Canyon Commerce Coronado Corpus Christi Crockett Dallas Denison Denton Dickinson Dumas El Paso Port Worth Gainesville Ganado Graham Henderson Hereford Houston Hut chins

Irving Jacksboro La Marque La Porte League City Longview Lubbock Luf kin Midland Monahans Muleshoe Odessa Orange Pasadena Pecos Pharr Port Arthur Port Lavaca Port Neches Rankin Rockdale San Antonio San Marcos Sherman Stafford Sweetwater

£9

6o

D e n t o n , Texas F e b r u a r y 2lj., 1969

Dear S i r :

I am i n t e r e s t e d i n s e c u r i n g d a t a f r o m t h e woodworking t e a c h e r s i n t h e h i g h s c h o o l s i n Texas t o be u s e d i n a t h e s i s which I am d o i n g a t N o r t h Texas S t a t e U n i v e r s i t y a s p a r t of t h e r e q u i r e m e n t s f o r a Mas te r of S c i e n c e d e g r e e w i t h a m a j o r i n I n d u s t r i a l a r t s . The s t u d y i s c o n c e r n e d w i t h t h e c o u r s e o f f e r i n g s i n Machine Woodworking I and I I i n t h e High S c h o o l s of Texas»

I would a p p r e c i a t e y o u r a s s i s t a n c e i n s e c u r i n g t h e s e d a t a by y o u r c o m p l e t i n g t h e e n c l o s e d i n f o r m a t i o n f o r m and r e t u r n -i n g i t t o me a t y o u r e a r l i e s t c o n v e n i e n c e # The d a t a w i l l be u s e d i n a c o n f i d e n t i a l and p r o f e s s i o n a l manner and no i n d i v i d -u a l vd 11 be i d e n t i f i e d i n t h e s t u d y .

I w i l l be g l a d t o p r o v i d e you w i t h a summary of t h e s t u d y i f you v/ould l i k e . You may i n d i c a t e by c h e c k i n g i n t h e a p -p r o p r i a t e s p a c e b e l o w ,

I would a p p r e c i a t e your r e t u r n i n g t h e i n f o r m a t i o n form w i t h i n t h e n e x t few d a y s . A s e l f a d d r e s s e d s tamped e n v e l o p e i s e n c l o s e d f o r your c o n v e n i e n c e .

S i n c e r e l y y o u r s ,

Michae l T . U s e I t o n

• I would l i k e t o have a summary of t h e s t u d y .

Name A d d r e s s

- A STUDY OF THE CURRICULUM OFFERINGS IN WOODWORKING I

AND II IN TEE HIGH SCHOOLS OF TEXAS

PI RECTI ONS; Please supply the information requested by

checking ( ) the appropriate response or by filling in the

needed information in the blanks. Please answer all the

questions.

I

A. Name School

B. Number of years of teaching experience

C. How many sections of woodworking I do you teach?

D. How many sections of woodworking II do you teach?

E. What is the average number of students in your classes?

F. What other areas of industrial arts do you teach?

II.

A. Do your school goals or any of your personal aims or objectives in industrial arts parallel any of the following aims and objectives? If so, please check.

( ) 1. To develop in each student some of the qualities of craftsmanship.

( ) 2. To provide technical information for students who seek careers in the woodworking Industries.

( ) 3* To instruct students in making complicated machine setups and operations.

6l

62

( ) Ij.. To p r o v i d e t e c h n i c a l i n f o r m a t i o n , s a f e t y p r e c a u t i o n s , machine m a i n t e n a n c e , e x p e r i -ences c o r r e l a t e d w i th t o o l s , and o p e r a t i o n p r o c e d u r e s •

( ) £ . To p r o v i d e i n f o r m a t i o n on t h e woodworking i n d u s t r y , p u r c h a s i n g , s t o r i n g , and h a n d l i n g of s u p p l i e s .

( ) 6 . To p r o v i d e i n f o r m a t i o n on custom and p r o -d u c t i o n f i n i s h i n g t e c h n i q u e s .

( ) 7 . To p r o v i d e f o r r e s e a r c h and e v a l u a t i o n of workmanship i n p r o d u c t s of t h e i n d u s t r i e s .

B. Does your s c h o o l r e q u i r e p r e r e q u i s i t e s f o r woodworking?

( ) 1 . Gene ra l woodworking b e f o r e woodv/orking I* ( ) 2 . Woodworking 1 b e f o r e Woodworking I I . ( ) 3 . No p r e r e q u i s i t e s f o r any woodworking.

Others ( S p e c i f y ) _ ,

C. Do you r e q u i r e your s t u d e n t s t o be a b l e t o read o r u n d e r -s t a n d a working drawing? YES ( ) N0( )

D. Do you r e q u i r e your s t u d e n t s to know how t o measure lumber? YES( ) N0( )

E. I n d i c a t e which of t h e f o l l o w i n g power t o o l s your s t u d e n t s u s e .

1 . Saws ( ) A. S c r o l l ( j i g ) ( ) 5 . D r i l l p r e s s ( j B. C i r c u l a r ( ) 6 . Sanders ( ) C. Band ( ) 7 . Wood t u r n i n g

l a t h e ( ) 2 . J o i n t e r ( ) 8 . Route r ( ) 3 . P l a n e r £ y E l e c t r i c hand d r i l l

P . I n d i c a t e i f you i n s t r u c t your s t u d e n t s on t h e u s e , c a r e and ma in t enance of t h e f o l l o w i n g hand t o o l s ?

( ) 1 . Saws ( ) ij.. Bor ing and d r i l l i n g ( ) 2 . P lanes t o o l s ( ) 3 . C h i s e l s ( ) J?. Measur ing and l a y -

out t o o l s

63

G. How many of the following joints do your students use in construction of projects?

( ) 1. Rabbet ( ) 1|. Lap ( ) 2. Dado ( ) Mortise and tenon ( ) 3« Miter

IV.

A. Is the need of the project of primary concern in planning a project: YES( ) N0( )

B. Which of the following are emphasized in project plannirg?

( ) 1. Balance ( ) 1̂ . Repetition of ( ) 2. Unity Rhythm ( ) 3, Proportion ( ) 5>. Function

C. When planning a project has the student been taught certain considerations such as:

( ) 1. Need ( ) 6. Collection of ideas ( ) 2. Estimated cost ( ) 7« Selection of best ( ) 3. Compatibility ideas ( ) New experience ( ) 8. Development of

demand ideas ( ) Capability of the

s tudent

D. Which of the following do you have your students take into consideration when selecting materials for their projects?

( ) 1. Adaptability ( ) 3. Availability ( ) 2. Durability ( ) 4. Workability

E. Which of the following performances do you have your students complete when planning their projects?

( ) 1. Development of drawing or illustrations ( ) 2. List of materials ( ) 3. Working procedure

V.

A. Do your students use jigs and fixtures on any of the fol-lowing machines?

( ) 1. Radial arm saw

£>k

B.

( ) ( ) ( ) ( )

2.

I: 5.

Circular saw Joint er Band saw Laths

( ) ( )

6. 7.

( ) 8.

Shape r Hollow chisel mortiser

Drill press

Do your students know how to use the following power machines effectively and safely?

1. Circular saw ( ) 6. 2. Jointer ( ) 7»

Shaper ( ) 8. {.. Surfacer ( ) 9*

Drill press I

Jig saw Band saw Disk and belt sander Wood turning lathe

VI.

A* Do you give your students safety instruction on portable power tools involving such things as ground wires arid connections, clamping devices for holding materials, and correct operational procedures? YES( ) NO( )

B. Do you instruct your students in the use of the following portable electric power tools?

1. Portable electric hand drill , 3/8") 2. Portable electric (bayonet, sabre, jig) saw

Portable electric hand saw Portable electric router

5>. Portable electric belt, disk sanders, and orbital sanders

I

VII.

A. Are your students instructed in the general purposes and classifications of abrasives? YES( ) N0( )

Which of the f oil owing abrasives are used by your students?

( ) 1. Rottenstone ( ) 2. Pumice

( ) 3. Tripoli ( ) 4. Diatomaceous silica

B. Do your students use steel wool? YES( ) N0( )

C. Do your students know how to prepare wood surfaces with sand paper abrasives? YES( ) N0( )

65

VIII.

A. Do you instruct your students in the purposes of finishing materials? YES( ) N0( )

B. Are your students familiar with the different methods of preparation of surfaces preparatory to finishing? YES( ) N0( )

C.

D.

E.

Which of the following finishing materials and procedures do your students use?

( ) ( ) ( ) ( ) ( ) ( )

1. Stains and staining ( ) 7» 2, Fillers ( ) 8®

Varnishes ( ) 9* Shellac ( ) 10.

5>. Lacquers 6. Bleaching

2:

Pai nt s Enamels Abrasive flours Polishes and waxes

Do you instruct your students in the proper use of the following;

( ) 1. Paint brushes ( ) 1|. ( ) 2« Paint Rollers ( ) 3* Spray equipment ( )

Paint and varnish remov ers

Furniture refi nish-ing

Do JOVL instruct your students on the general safety of the finishing room? YES( ) N0( )

Do you strive to teach your students certain attainments as mentioned below?

( ) 1. Appreciation of fine furniture finishes ( ) 2. Development of pride of workmanship ( ) 3« Preparation of different types of finishes ( ) 4* Preparation and application of fillers ( ) • 5* Preparation and application of stains ( ) b. Knowledge of several types of finishes ( ) 7. Cleaning and care for finishing materials

and equipment

G. Which of the following are available for student use?

( ) 1. Spray booth or room

( ) 2. Drying room { ) 3» Abrasives ( ) Bleach ( ) Y/ood doughs

66

6. 7. 8. 9. 10. li. 12.

t

Stick shellac Stains Sealers Lacquers Fille rs Glaze Solvents and thinners for finishing materials

Metal storage cabinet for materials Covered, metal receptacle for waste materials

H. Do you strive to enhance the experience of the student in areas that are impractical to be experimented first-hand in the home or laboratory? YES( ) N0( )

IX.

Do you as an instructor feel that machine woodworking with two years' prerequisite woodworking should be designed specifically to meet the needs of the community? YES( ) N0( )

BIBLIOGRAPHY

Books

Good, Carter V., A. S. Barr and Douglas E, Scates, The Methodology of Educational Research, New York, D. "Appleton-Cent ury Company, 1935"*

Jones, Walter Benton, Problems in Teaching Industrial Arts and Vocational Education, Milwaukee, Bruce .Publishing Company, 195$T

Kidd, Donald M. and Gerald B. Leighbody, Methods of Teaching Shop and Related Subjects, Albany, New York, Delmar 'Publishing Co., I nc. ,~T-9̂ 5> •

Payne, Arthur P., Methods of Teaching Industrial Subjects, Nev; York, McGraw-Hill Book Company, Inc., "T92BT

Saylor, J. Galen and William M. Alexander, Curriculum Plan-ning for Modern Schools, Nev/ York, Holt, Ri nehart ,~sn3! V/inston, Inc., 1^5o^

Vaughn, Samuel J. and Arthur B. Mays, Content and Methods of the Industrial Arts, Nev/ York, The Century Company, "19̂ 4.

Wilber, Gordon 0., Industrial Arts in General Education, Scranton, Pennsylvania, International Textbook Company, 19k 9.

Reports

Schmitt, Marshall L. and Albert L. Pelley, Indus trial Arts Education--A Survey of Programs, Teachers, Stude'rits,"*" and Curriculum, Washington, Government Printing Office, "1̂ 5*6.

Texas Education Agency, Industrial Arts in Texas in 1966-1967? Austin, Texas, Texas Education Agency Printing Of f Tc e.

67

68

Monographs

Texas Education Agency, Woodworking, Grades , 7-12, Austin, Texas Education Agency Printing Office, X9B5"*

Unpublished Materials

Davis, Janell Wood, "A Study to Determine Provisions Made by Secondary Schools of Texas to Meet the Needs of Their Pupils unpublished master's thesis, Department of Education, North Texas State University, Denton, Texas, 19^9.

Enderby, David R., "A Study of the Industrial Arts Programs of the Teacher Training Institutions of Oklahoma to Determine if the Teacher of Industrial Arts in the High Schools of Oklahoma Are Receiving Adequate Train-ing," unpublished master's thesis, Department of Industrial Arts, North Texas State University, Denton, Texas, 1950.

Farmer, J. Harold, "To Determine Whether or Not the Colleges of Texas Are Preparing Their Students of Industrial Arts to Teach Effectively in the High Schools of Texas," un-published master's thesis, Department of Education, North Texas State University, Denton, Texas 1939«

Glenn "An Analysis of the Qualifications and s of the Industrial Arts Teacher Employed «-i -v-s-r -f Ci "L-. >P A vi Irn v-\ rt <-i « T"~\n "i Vi? v-i m 4" T-s A "I O

Robert H

School JLy^L^ DO IIU U X j-CclJL j of Industrial Arts ITl r\ -XT n n "I C*) I

North Texas

Graham, Lyman M., "An Analysis of the Power Woodworking Equip-ment in the High Schools of Texas," Department of Industrial Arts, North Texas State University, Denton, Texas, 19^9*

Kribbs, Eugene E., "A Study to Determine the Type of Industrial Arts Curriculum Desired and Needed in the Thomas A. Edison School of Dallas, Texas," unpublished master's thesis, Department of Industrial Arts, North Texas State Uni-versity, Denton, Texas, 1952.

Matthews, Wayne, "The Growth of Industrial Arts in the Secondary Schools of Texas from 1927 to 19^8," unpublished master's thesis, Department of Industrial Arts, North Texas State University, Denton, Texas, 19^9.

69 r

Moore, Billy M., "A Study of the Qualifications and Status of Industrial Arts Teachers in Texas," unpublished master's thesis, Department of Industrial Arts, North Texas State University, Denton, Texas, 1967*

Pickett, A. D., "An Analysis of the Industrial Arts Program of the Port Worth Public Schools Port Worth, Texas," unpublished master's thesis, Department of Industrial Arts, North Texas State University, Denton, Texas, 1955*

Pippin, Carroll Bryant, "A Survey to Determine if the Voca-tional Education and Industrial Arts Program of the Orange Public Schools Is Meeting the Needs of the Community," unpublished master's thesis, Department of Industrial Arts, North Texas State University, Denton, Texas, 19li9*

Tomkins, Alex, "Determination of an Adequate Course of Indus-trial Arts for Nineth Grade in Terms of Child Needs, Psychological Possibilities and Social Needs," unpub-lished master's thesis, Department of Education, North Texas State University, Denton, Texas, 19l|.2»

Witherspoon, Robert G», "A Study to Determine a Sound Approach for Curriculum Improvement," unpublished master's thesis, Department of Education, North Texas State University, Denton, Texas, 195'0«