The purpose of this study was twofold: First, to analyze two methods of teaching mechanical drawing in the seventh grade by conducting an experiment to determine by which method the greatest amount of achievement was obtained by the students in the ability to visualize, sketch, letter, and understand three-view drawing; and second, to recommend a work plan and certain teaching techniques for teaching mechanical drawing in the seventh grade of the Santa Fe, New Mexico Junior High School, based upon the method by which the greater amount of achievement was indicated in the study.

Using an ecological systems approach, this qualitative study examined how continuously evolving, personal living experiences and the ideologies and attitudes of their material, folk, and school culture come to be (re) presented in the construction of images and meaning in children’s artwork. The research was conducted with three groups of fifth-grade students facilitated by the art teacher at their schools in three different countries: United States, Greece, and Ghana. Data in the form of a set of autobiographical drawings from observation, memory, and imagination with written commentary were created by each participant and supported with responses to questionnaires and correspondences from teachers and parents. The sets of drawings were analyzed in terms of how the drawings reflect the children’s (a) artistic expression as mediated by their interaction with local and media influences and (b) sense of self, agency, or purpose. The findings strongly suggest that style, details, content, and media use assumed a dominant role within the drawings. Furthermore, these results were reflected differently in the drawings of the cohort from each country. Having considered the set of drawings each child made as a network of enterprise emphasizes the active role the children played in the production of the artwork, involving their choices of theme and content, the media images incorporated, and the means by which a task was adapted to suit their interests. However, the results also show that the specific skills—drawing from observation, memory, and imagination—required by the four drawing tasks had a tempering effect on their creative output, leading to the conclusion that the children’s limited drawing experience constrained their ability to express themselves in pictorial representation with fluency. In view of these findings, lesson suggestions are designed to develop drawing skills across drawing modes in a rhizomatic manner of thinking. Suggestions for future research address exploring the evolution of children’s identity and sense of agency in the world through artistic expression; the role of the environment in which children draw as an embodied and embedded experience in a physical and sociocultural world; and further research into how and why children use images to communicate.

This working bibliography of 835 publications on the art of drawing is presented in five categories: Educational and Psychological, Historical, "How-to," Technical, and Techniques of Teaching Drawing. The latter category is annotated, offering a synthesis of the areas of art education and drawing. This bibliography is designed for scholars, artists, and teachers as well as students of the many facets of drawing.

No description available.

The purpose of this study was to develop a course of study on Plane Geometry for the 8th grade, based upon the Instructional Systems Analysis technique. The systems model used was that developed by Bartel.The entire study involved identifying, selecting, and sequencing learning tasks. An elaborate review of resource materials on Plane Geometry yielded one hundred and fifty-five related tasks.The instrument developed to gather pertinent data had two parts to it. Part one contained seventeen items relating to the personal profile of the respondent. Part two consisted of the one hundred and fifty-five identified, verified, and correctly stated manipulative tasks. The tasks were grouped into two broad divisions. Each respondent rated each task on a 3-point scale according to the level of instructional importance he/she judged the task(s) should receive. A rating of 3 represented the highest level of importance; 2, average; and 1, least.The survey utilized the services of sixty-eight Nigerians currently on the Technical Teachers Training Program (TTTP) in the U.S. Information regarding the institutions and population of Nigerians on the program was obtained from the Training and Development Program (TDP) office in Washington, D.C. From the list of thirty-two possible institutions, twelve institutions met the criterion for participation.A Five-Interval Sampling Technique (FIST) was used to select subjects from the participating institutions. This gave the researcher a possible seventy subjects. Each subject's participation was purely voluntary. Thus the 73.6 percent return was considered satisfactory.The interpretation of data involved two analyses. Analysis one dealt with biographical information on each participant. The second analysis computed the summary of task ratings on the one hundred and fifty-five instrument items.Selection of tasks for inclusion in the course of study reported in this study was based on the judgments of the subjects. Higher mean values were used as the basis for selection. Overall, thirty top tasks were selected and sequenced for the purpose of the course of study under investigation.

The purposes of this study were to determine the relations of mechanical drawing to other courses taught in the junior high schools of the North Texas area and to propose an outline for a course of study in junior high school mechanical drawing that will have a high relationship with other courses.

The problem of this study is to determine what types of tests are being used in mechanical drawing by the high school teachers of Texas and to suggest ways in which testing in mechanical drawing may be improved.

D.Ed. / Currently, the passrate for Engineering Drawing presented at Technical Colleges is unacceptably low. This study is an extension of an earlier study done in the same studyfield, by the same writer. A need has thus arisen not only to investigate the problem areas responsible for the high drop-out rate in Engineering Drawing, but also to investigate the possibility of the early identification of the potential riskstudent in Engineering Drawing. In an attempt to address this problein further, the aim of this study therefore is to develop an appropriate measuring instrument which may be used to identify the potential riskstudent in Engineering Drawing. Five Technical Colleges on the Eastrand in the Gauteng Province - catering mainly for black students - were included in the investigation. For the research study the "Trade Aptitude Test Battery" (TRAT), compiled by the Human Sciences Research Counil, was used. The results of this study, clearly showed three-dimensional spatial perception (subtest 16 of the TRAT) as the only factor to be used when identifying the potential riskstudent in Engineering Drawing. Subtest 16 of the TRAT could then be used as an "criterion" to identify the potential riskstudent in Engineering Drawing. Lastly this study showed that to master Engineering Drawing requires a great deal of spatial ability. Lecturers presenting this subject will therefore have to take into account the recommendations of this study as set out in chapter 9 when enrolling students for Engineering Drawing. Subject specific remedial programmes should be utilized to improve the successrate in Engeneering Drawing of the identified potential riskstudent in Engineering Drawing.

M.Ed. (Curriculum Studies) / The future economic development of South Africa largely depends on the training of a career-skilled corps of workers. The current conventional educational system cannot provide in the demand for a career-skilled corps of workers on a large scale. Distance education in its different variations is gaining ground in increasing measure and can be regarded as a possible solution for the educational problem. Because of the distance between the lecturer and the student intensive attention needs to be given to the study material - especially the arrangement of the learning content to make the learning experience more effective. The design of a modular training program is a possible method to ensure effective self-study material. Modular training is aimed at accompa- nying the student meaningfully through objective-directed learning content. The Technical College of South Africa (Technisa) is one of South.Africa's distance education institutions. Currently a movement is taking place in the direction of a type of modular training which is known as the Technisa Modular Training (TMT) programme. One of the career-orientated subjects offered is Technical Drawing. In order to offer the training of Technical Drawing more effectively the subject contents are ordered according to the Technisa Modular Training programme. In this study a literature study has been done to define the concept distance education; to list the advantages and disadvantages; to scrutinise the total modular system as teaching strategy; to determine the components of a subject curriculum and adjust it according to the Technisa Modular Training programme.

The purpose of this thesis was to develop a drafting core curriculum that could be successfully implemented at any middle school in any state.