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co4DOCUMENT RESUMEED 221 712CE 033 888TITLELouisiana Industrial Arts Curniculum Project, PhaseI. Final Report. Bulletin No. 1687.Louisiana State Dept. of Education, Baton Rouge: Div.of Vocational Education.INSTITUTIONPPUB DATENOTE[82]164.)EDRS PRICEDESCRIPTORSIDENTIFIERSMF01/PC07 Plus Postage.Course Content; *Course Descriptions; CurriculumDevelopment;. *Educational Needs; Elementary SecondiryEducation; *Industrial Arts; Needs Assessment; StateCurriculum Guides; Vocational Education*Louisiana,ABSTRACTA project was conducted to reviewindustri,a1 ArtscArriculum needs and to fotpulate recommendations relative tocurriculum revision in Louisiana. The state was divided into threeregions for administrative purpo'ses. A needs assessment instrumentwas developed and mailed to each industrial arts teacher in the state(as of 1979), with a 50 percent return rate. The questionnairegathered data'relative to three areas of the program: profile ofindustrial arts teachers in Loui iana; examination of program statusand need by grade level and'ject area; and,provision of selectedinformation relative toe role of industrial artS in the publicscrools of,Louisiana. As a result of examination of data gathered.through theq6e-Stionnaire, a ratiorfor industrial arts inLouisiana, goals for industrial arts on each grade level, coursetitles,4a program model and a flowchart for inddstrial arts coursesequencing were developed. In addition, basic outlines of selectedcourses were developed by regional centers; work on this phase of theproject is continuing. (The bulk of this document contains courseoutlines, including course descriptions, target grade level,prerequisites, and course content for industrial arts *************************************Reproductions supplied by EDRS are the best that can- be made'from the original *******************************
STATE OF LOUISIANADcPARTMENT OF EDUCATIONes/BULLETIN NO. 1687FINAL REPORTLOUISIANA INDUSTRIAL ARTSCURRICULUM PROJECTPHASEIIssued bYOffice of Vocational EducationN. J. Stafford, Jr., Ed.D.Atsistant SuperintendentJ. KELLY NIXState SuperintendentUS DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATIONEDTJCATIONAL RESOURCES INFORMATIONCENTER IERIC)tl ThisdoCtrreietood"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYhes been reproduced asfr m le person or organizationOnonatonMinor changes have been made to improvereproduction quahtyPointS of view or OpiniOns statexf in this documem do not necessarily represent official NIE4posaron O potrc yTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"\
ForewcirdThis publication is a guide for the improvement of instructionin,Industrial Arts Education for the State of Louisiana.It should .beof benefit to industrial arts teachers, supervisors, counselors,'andThese operational guidelines will help local admini-administrators.strators, teacher educators, and indUstrial arts teachers to determinethe extent to which their programs are meeting the needs of our youth.Industrial Arts Education Programs must be organized to meet fhe needsof all students,A constant concern for educators is the construction and revdsionof curriculum.Industry and te0FlolOgy:are the core of industrialarts instruction.Both\are cor/stantly changing; therefore, curriculumand instruction must change in order to provide students vrealisticand accurate pnderstanding of industry and its function in our complextechnologica4 society.J. Key NixState Superintendent of Education
LACKNOWMGEMENTSThis publication represents the cooperative eff6rts of personnelinithe Louisiana' Industrial Arts Association and the Industrial ArtsSection in the Office of Vocational Educoation, Louisiana State Department of Education.Special recognitOon goes to Dr. Thomas Eppler,.Northwestern State University, Regional Co-Director; Dr. Vincent F.,Kuetemeyer, Louisiana State University, Region4l Co-Directpr; Mr.Thomas Landry, University. of Southwestern Louisiana, RegionaT Co/Director;*and Dr. dames W. Trott, Louisiana State University, ProjectCoordinator-Director who served es Project Director in the developmentof the guide.,.Special commendation goes also to members of thewriting teamAtho worked diligently to make this publication a reality.The following telghers s'4nt many hours writing, field testing, andfimilizing these guidelines., They teach in all sizes of schools and inall areas of the state.They are:Tom Dixon, Jefflaughlin, Charles,Johnson, Lazarus Grogan, Jr., Meryland Robinsoq, Donald T. Saunier,4Sidney J. Sanders, Dan Berard, Eric W. Moss,G. Hickman, JosephLedet, Charles G. Chauvin, Raphael, N. ongy, Michael Beauvais, MikeNoble, H.,Carl Schaff, and Octave Bernard.4/\N. J. Stefford, Jr., Ed.D.Assistant SuperintendentOffice of Vocationa1 Education
TABLE OF'CONTENTS.vyik.1Needs Assess'ment 'Survey.':.4?011InstrumentRationalet181.4iCourse Titles'24Program Model25: 27Activity Submary,. 29Summary and ConclusionsLSU Regional CenterBasic Electricity/Electronics'Advanced ElectronicsAdvanced ElectricityBasic PlasticsNwer and Energy32363536373839Power ction577076NSU Regional CenterBasic MetalsAdvanced MetalsWeldingBasic DraftingArchitectural DraftingAdvanced Technical DraftingUSL Regional Center82. 103106109. .127.General Industrial ArtsBasic Graphic ArtsAdvanced Graphic CommunicationsBasic WoodworkingAdvanced WoodsBasic CraftsAdvanced CraftsN.i v137140142144148150154.
.'llk,ziV,FINAL REeORT PHASE Ic.LOUISIAN4 INDUSTRIA ARTS CURRICULUM PROJECTIn response.to a request from the Louisiana State Department ofEducation, Louisiana State University, Northwestern State University,and the University of Southwestern Louisiana developed a joint pro.posal for conducting a comprehensive review of curriculum needs andto formulate recommendations relative to curriculum revision.Acurriculum reyiew of this size had-not been attempted since the early1970's.The project, as proposed, would diAde the state into three geo-.44 'graphical regions, each to be served by a regional center housed at thecooperating institutions.IPortion of the StateUniversity ,--i,Northwestern StateSouthwesternLSU - Baton RougeNorthWest CentralEast Central,Louisiana State Univer'si,ty,,Baton Rouge, would act.as the primary41.grantee anti fiscal agent for the project.0In an effort to ensure a comprehensive examination of curriculumneeds, every effort was made to involve all parties havingtan interestand role in industrial arts education in Louisiana.A series of meetingsrwasset up to gather input at yariousjocations around the state.Thelresults of these meetings are summarized elsewhere in this report.ThediScussion that follows is presented in the order that the topics and4enablers were presented in the proposal.-Step 1 - The Deveiopment of a Needs Assessment Instrument.la.Review ofNrelatL literature%wc1ii-,-6.1
A review of' available.data Oases was conducied in an eff rt,todetermine.what4work, if any, had been done previously in this 1area.The search focused on gradesThe--12 in the area of indutrial art.only signifitant work ih progress was the Sitandards for Industrial ArtspProject whichs beizig conducted by Nirginia Polytechnic Institute andState University under contract to the U.S.,Office.,,of Education.TheStandards iproject is designed to be an update and extension of the Schmitt-ePelley stUdy'of the early 1960s.0Needs assetsment ihstruments that could be.directly used in the.Louisiana- Project.did,nof exist.4/A%neeciS assessment instrument was,therefore, developed'by the'projectaff. --The instrument gathered dtarelated to three .speciTic areas of the program:.1.Profile of industrial arts,teachers in Louisiana,2.Examination of program.status and/need by grade level and subject area.yProvision of selected informatiop relative to the,role of industrialarts in the public schools of Louisiana.The finished instrument was reviewed by professionals for commentsand suggestion prior to stateWide administration,The Department ofExperimental Statistics at LSU assisted in developi.ng a data managementsystem for the study.A copy of the instrument was mailed ko eachindustrial arts teaGher of record asftat the 1979 reporting year.Thereporting year was based on data from the.state Department of Educationreports from the LEAs.realized.A.final return rate of slightly less than 50% was.This figure includes instruments that were received efter thezut-off date or those returns that were not usable due to missing or incomplete data.Question 1 identified the geographical region of the state in whichthe respondent was teaching.Percentage by reporting region is outlinedc2
telow:North20 .South27ecEast47 .;invalide100;.The apparently high percentage of respondents in the eastern portionof the, state can, to sorne degree, be attributed to the large populationcenters present in that area.-Question 2 profiled the grade levels at which t4 respondent wasnrrently teaching.Thirteen percent indicated that they taOht exclusivelygrades 6-7-8 while 20% indicated that they taught at grades 9-10 with anCol,thinations of the three groupings radditional 20% reporting grades 11-12.listed accounted for 39., of the responderts.10 effgrt was made to determinewhat types of comynations existed.Question #2"What grade levels do you currently teach?"Table 2Distribution by Grade Levels TaughtPercentGrade LevelN6-7-822229-10332011-123420Combinationsof above6638Invalid138I4ftaft38
411,For question 2, it is not possible to determine exactly how thecombinations are made.Question F3 "Nmmber of years of industrial arts teaching e;perience."Table 3Years of Industrial Arts Teaching ExperienceYears of ExperiencePercent532615244141811Over 109154Invalid431k2-4'5-8 (9-10-t'''No specific data were generated relative to how many'teachersare apar retirement age.However, many LEAs are indicating a highpercentage-of industrial arts personnel near retirement (within 5 years).,Question four related to the highest degree currently held bythe respondent.Data for this,question are presented in Table 4.nTable 4Highest Degree rs Plus4527Doctorate,6'3.5Invalid95.54ijt9
A compilation of Certification data is maintained by,State Departmentsof Education.This information was compiled on a National basis by theStandards for Industrial Arts project.The project reported that for theperiod 1977-78, 97.8% of the employed Industrial Arts teachers were fullycertified by the standards of their state.Only 1.1% held temporarycertification while 1.1% held no valid Industrial Arts gredentials.Asimilar random sample of 1,872 industrial arts programs nationally indicates that 3.3% of the employed industrial arts teachers held no degree.IPThe study reported that 52', of the industrial arts teachers held a master'sdegree: Approximately 2% had work past the master'sdegree but short of a'doctorate,while .2% reportedly held a terminal degree.Louisiana's data ildicatethat 91.5 %. of the respondents ho)d fullcertification, compared to a national sample of 93.7%.The nationalsample study indicated that 6.4% were not fully certified, compared toa figure of 6.5% for the respondents inhe Loujsiana study.The second section of the study examined industrial arts programstatus and needs.9-10, and 11-12.Grade levels were broken down into three groups: 6-7-8,Within each group, possible content was listed by 13common designations, which have become widely accepted at both the stateand national levels.Tables five, six, and seven show median response values as well .asSpearman r's for pairs of questions for each subject area.In all'casesa value of 1 indicates the need for less emphasis with an increasingemphasis up to a maximum value,of 4.'
Ti1Grades 6-7-8As IsSubject,,aSr3.0 .29Woodworking2.01.02.0 38Metalworking,1.02.0 .41Electricity1.02.0 .40ElectronicsPower Viechanics1.0Graphic Arts1.02.0 392.03.0 .50Drafting2.03.0 .38CraftsManufacturing2.03.0 .322.03.0 .29Construction1.02.0 .29Graphic CommunicationsPower and Transportation1.0IvftShould be .54 .36
,,pk/.,o\Grades 9-10SubjectWoodworking3.0Metalworking2.0Sr''Should beAs Is.3.0! .233.0 .40.,Electricity2.03.0.' .21Electronics2.03.0 .333.0 .21A.Power Mechanics2.0Graphic Arts2.04 .402.0',eDrafting3.03.0 .38Crafts2.02.0 .42Manufacturing2.02.0 .47Construction1.02.0Power and TrarisportatIon2.02.0 .30.3 .42,.0.O.'ig,II.\ai\,,712(
411!'Grades 11-12,,SrShould beAs IsSubject,,Woodworking3.03.0 :13Metalworking2.0,3.0 .26Electricity.2.03.0 .25,Electronics2.03.0 .30Power ;echanics2.03.0 .37Graphic Arts2.03.0 .29Drafting0Crafts3.04.0 .271.02.0 .3?1.02.0 .57Corstructior2.0'.0 .49Graphic Communications1.02.0 .513.0 .56ranufacturing,,Power and Transportation.?.0--'-,IP'A.,,/13,,
One question dealt with course struCture at the middle grades,specifically if middle grades programs could be successfully organizedaround the four .clusters of manufactOring, construction, power/transporta4.-tion, and communications.Seventy7four percent of the respondents 6-dicated that such an organizatipnal pattern was acceptable for themiddle grades.The next groupsof questions dealt with the relationship of theindustrial arts program to the overall school program.One questionThedealt With the adequAy of the industrial arts physical facility.responses to this question were rather evenly distributed among thefour resPOnse areas with a very slight emphasis in the "mildly agree"range indicating"generally acequate facility."The second question'dealt with the adequacy of tools ard equipment provided.Thirty-eightpercent of the respondents indicated that the levels of equipping was5)less than needed with only 22% indicating that their levels of equippingwere generally adequate.In a related question, 66% of the respondentsindicated that many of the hand and power tools in their program werein need of replacement.Three questions were asked relating to budgetary conditions.,Sixty percent of the respondents indicated that they had no set supplybudget for the school year.Of this number it is suspected that someof the programs have a base figure from which,to work with,thepossibility pf additional moneys ashhe funds are available or asneed arises.theOn the other hand, 58% indicated that the amount of moneyallocated for ;the il'idustrial arts program was inadequate in terms ofsupporting the type pf program cOnducted.About 50% of the respondentsindicated agreement with the statement "I do not teach what I need tobe teaching beceuse of an inadequate supply of money."9.4
Five questions focused on the industrialof the total school program.artrprograms as a partSixty-two percent of the teachers.re-*,sponding indicated a feeling that their administratiOn'- had an adequate,understanding of the role of the industrial areis Oggrad in the school,Sixty-two percent of the teachers indicated that they were consultedby their administration when decisions that affected their programs weremade.A full 66% indicated strong agreement that a local plan forindustrial arts should be an essential element in Aeveloping a qualityprogram. -However, only 40. indicated that any .type'Of lace} plan forindustrial arts currently existed in their system.No Aattempt was madeto determine the completeness of such a plan when the presence of sucha plan was indicated.Ninety-two percent of the respondents indicatedthat if a state or local plan for industrial arts werthey would use it iirtheir programs.*115.10available that
INSTRUMENT16
kIISchool of Vocational EducatwnCollege of Agriculture.LOUISIANA STATE UNIVERSITYBATON ROUGELOUISIANA .%.AND AGRI( LLTLRAL AND MKAANICAjl COLLEGE70803\.tN.Dear Fellow Industrial Arts Educators:1As many of you know, the industrial arts profession n Louisianais beginning a curriculum development project that is designedto proace a State Plan for industrial arts in Louisiana. Weneed the help of all industrial arts professionals in the State.The enclosed questionnaire is the first step in getting thisWill you please complete it and return theproject under way,answer sheet in the enclosed postage-paid envelope.i.6You should be hearing from one of the regional co-directorsof the project concerning regional meetings for your area ofthe State in the near futurq. When you do hear, pl'ease considerYour help is needed.invitation to become involved.it a t Director."v12Extension and International Education Department4Industrial and Technical Education Department . Vocational Agricultural Education DepartmentVocational Home Economics Education Department17
1.*SIANA INDUSTRIAL ARTS CURRICULUM PROJECTINDUSTRIAL ARTS PROGRAM SURVEY/The following questionnaire will provide n2eded informatioln forPlease helpthe Louisiana Industrial Arts Curriculum Project.by completing the questionnaire and returning it soon in theenclosed postage-paid envelope. Due to the large number of formsthat we will be receiving, we are using a separate answer sheet.Please mark your answers in black pencil only. Pen, etc. willbers on the questionnot be read by the machine. Questionsheet correspond to the numbered answer spaces on the separatebeanswer sheet. For some questions, more than one answer mayrequired."In which region of the State do you work? A, B, or C?"Example:(see attached rap)1.ABCDE1Darken in thefpropee circle.01.E.CB6-7-8B.9-1011-12C.C.2-4 yearsB.1 yearover 10 years6.-8yearsD.8-10 yearsPlease indicate the highest degree held.A.5.(see attached map)How many years of industrial arts teaching experience do you have?A.4.00At what grade level(s) do you currently teach?A.3.0In which region of the State do you work?A2.0B.S.B.M.S.C. Master's PlusD.Ed.D. or Ph.D.Please indicate the types of teaching certificates held.A."A"B."B"C."C"D.Questions 6-83 sgek your opinion abOut industrial arts programsFor each question you will be.providedin Lt5uisiana's schools.with a choice, of letters (A, B, C, R). The letters stand for thefollowing:1A.B.C.D.very great emphaSisgreat emphasismoderate emphasislittle emphasis13
laGrades 6-7-8, grades 9-10,The programs are divided into three groups:Foreachgradegroup,12contentareas are listedand grades 11-12.addanareathathaseither been leftplus an "other" blank so you canForeach content areaout or is not covered as a part of one of the 12.The,firstresponse(even-numberedyou are asked to make two responses.opinionasto powmuchemphasisthe areaquestions) should indicate yourinLouisiana.ofindustrialartsprogramsis turrently,getting as a parthow muchThe second response (odd-numbered questions) should reflectreceiveasapartofindustrialartsemphasis you feel each area shouldpro rams in Louisiana. yEX1PLE:Grades 6-7-8Woodworking.4-ShouldNow(6)ABCD(7)ABCDlevel is nowIf.you believe thaf woodworking on the 6-7-8th gradedarkenin the,receiving only moderate emphasis, then you shouldIfyoualsoIelievethat(C) for question 6 on your answer king should be7.darken in the (B) on the answer sheet for ques-tion numberparticularIf you wish to respond to the "other" item for aof paper andgrade level, please do this on a separate sheet'include it with your answer sheet.Situation as yousee it now exists8,GRADES DBCDBCDBCD(6)Situation as youfeel it should be(7)ABC0A -\B C 0(9)ElectronicsPower MechanicsGraphic ArtsDraftingCraftsManufacturingConstructionGraphic CommunicationsPower and TransportationOther(8)(16)A BCD(18)A BCD(20jA 21)ABCD(23)ABCD(25)ABCDDB. CBCDBCD111
Situation as yousee it now existsGRADES ower MechanicsGraphic ArtsDraftingCraftsManufacturingConstructionGraphic CommunicationsPower and BC8CBCBCBC.BCBCBCDBCDBCBBCDDBCBBCSituation as youfeel it should DDDDDDDCCDD(49) 1)AAAAAAACCDDC)3,CoGRADES .\PoOter Mechanics\Graphic ArtsDraftingCraftsManufacturingConstructionGraphic CommunicationsPower and (83) A,DT." DCCCCCCC(73.) A(75)(77)(79)(81)S.,CAAAABCBBBBCCCCcertain issues relating to industrialQueS.tions 84-97 ask your opinion onthesheettheletter choice that best describesarts. Mark on the answerThelettersdegree to which you agree or disagree with the'statement.stand for the following choices:strongly disagreeA.B.C.mildly 'disagree,mildly agreestrongly agreeD.\If you are astandpoint.The questions are written from ateachér'stheaveragesituationsupervisor, please read the statements to reflectprograms or which you have responsibility.in the industrial arts,1520
84.The building (facility) housing my industrial arts programis adequate in terms of space.*ABCD85The amount of equipment and tools in ay lab (shop) is generally (adequate for my program.ABCD86.Many of the hand and power tools in my program are in need ofreplacement.,ABCD87.I have no set supply budget for my program.A88.B*CDMy annual supply.budget is adequate to support the type ofindustrial arts program which I presently conduct'.ABCD, 89.I do not teach wh*at I need to be teaching because ofinadequate supply money.A90.4C,DMy school administration has an adequate understanding of therole of the industrial arts program in my school.A91.BBCDOur industrial arts department is consulted by the administrationconcerning decistons that must be made that affect the industrialarts program area.ABCD92.Our school/local school system has a schoolstem wide plan forindustrial arts.ABCD93.inA school/system wide plan for industrial arfs is importanteldeveloping a quality industrial arts. program.ABCD94.If a high quality (state/local) industrial arts curriculum plan,that was based on Louisiana's industrjal arts needs, was available,I would use it in my program.,AB) CD
)VII.Nur95.Industrial arts at the junior high/middle grades shouldemphasize developing student skills in the use of tools.ABCD96.0Industrial arts at the high school level should emphasizetraining persons forentering specific jobs.ABCD97.Ineistrial arts at the junior high/middle grades could besuccessfully organized around broad areas such as tonstruction,manufacturing, etc.ABCD--.44,s.\22
RATIONALE FOR INDUSTRIAL ARTS IN LOYISIANAIndustrial Arts is that segment of the total educational progf.am thatpro444des sequential learner-centered experiences, designed to foster:(a)an understanding of self; (b) an understanding of the economic system andconsumer awareness; (c) an awareness of educational and occupational options;(d) an awareness of the mnager1s.ocial, historical,and cultural aspectsof industry; (e) the development of avocational interests; and (f) thedevelopMent of basic skilin the.proper use of common industrial tools,materials, apd processes.'Industrial arts has the obligation to provide programs that:in the discovery and development of personal apt.itudes,(1) assistiApierests, creativetechnical problem-solving abilities, self-reliance, sound judgment, andresourcefulness: and (2) assist in the development of industrial skillsnecessary forliving in a technical society.As a component in the total educational.prograM, industrial arts has the*responsibility for providing programs that:(1) assist individuals in makinginformed and.meaningful occupational choicein industry and technology;(2) provide occupational information and exploratory experiences pertainingto a broad range of occupations including raining requisites, workingconditions, salaries or wages,and other relevant Tnformation; and (3) preparestudents for enrollment'in advanced vocational and technical educationprograms.To this end, industrial arts programs should develop and maintaina close working relationship with such program.Students in Loulsiana's schools can benefit from'industrial arts programsat both the elementary and secondary levels.Regardless of their sex, abilitylevels, or handicaps, all students can benefit from industrial arts activities,which may mptivate them in other/studies and which will assist them inpreparing for adult roles in a.complex technological society.18.0-23
GOALS FOR,INDUSTRIAL ARTSIn providing a sound program of industrial drts for Louisiana's schools,clear goals are es5ential to serve as program guides.While the overridinggoal of:industrial arts is to assist students in developing towardsuccesSfuladulthood through the development of tgeir socio-economic awareness, theirinterests, their abilities, and their understanding of industry and techmlogyand their potential as citizens, other supporting goals are listed below:To develop in each Student'an insight and understanding of1.industry and the free enterprise system and its relationshipto sOciety through a coordinated program of study focusingihe principles and practices of industry.To assist students in developing their talents, aptitudes,2.interests, and potentials.This as a part of the school'sresponsibility to assist each student in developing to theirfullest.potential.To develop in each student an understanding, of industrial3.processes and the practical application of scientific principles.To develop problem-solving abilities related to the materials,'4.4. processes, and products of industry.The problem-solvingapproach as applied in industrial arts involves creative thinkingand gives the student an opportunity to apply principles andprocesses of the scientific method, along with supportingactivities, to the solution of problems.5.,To develop in each student skills in the proper and safe use.of the tools, materials, and machines common to industrialprocesses.These skills are acquired through planning, construction,and production activ ties centered around industrial-technical-processes and products.1924
e6./To develop in each stydent attitudes towardcareeropportunities that will enhance their chances of success4.as they progress through the- career preparation process.To the end that they are able to make informed careerdecisions resulting in satisfactory and rewarding job selection.Depending on their content and focus, these six goals are applicableto all grade levels (K-12) and to adult programs and to all segments of thestudent population, including but not limited to the gifted, the slowlearner, and the handicapped.These goals are consistent with and supni v.N.'portive of theyoles identified for industrial arts in Title II of PL94-482,The Vocational Education Act of 1976.GOALS BY GRADE LEVEL.Industrial arts education programs should be an articulated set of offerings.in both vertidal and horizontal directions.This will ensure reasonablecontent progression and program focus.ELEMENTARY GRADES (K-5 or 6)sIndustrial arts education at the elementary grades should consist of basicindustrial and technological problem solving activities, which are appro-.Inpriate to learning experiences of all elementary school children.Each,child can benefit from gaining a clearer understanding of our industrialtechnological society.Activities involving the use of tools, materials,.and processes should be.integrated within the basic curriculum of the4roelementary school.Specific,goals for elementary level industrial arts program shouldbex (a) to develop in the students an occupational awareness and apositive self-image of themselves a'g workers, and (b) to develop problemsolving abilities, technical awareness, creative abilities and basic,skills associated with tools, materials, and processes.eSuch activitiescan contribute tp the development of logical reasoning powers, psychomotor20,25
kskills and cooperative work traits.MIDDLE SCHOOL/JUNIOR HIGH GR4ES,Industrial Arts at the junior/middle grades should provide,a varietyof laboratory and classroom experiences with 'an emphasis on orientation andexploration.4\,The curriculum develops aptitudes, abilities,and interestsof students while at the same tA'developing their appreciati7 for technical4knowledge.Through "hands-con" experiences, students learn about/industry andare thereby provided with the skills useful in making informed and meaningfuloccupational choices.Three primary goals for industrial arts in the middlq-,Ijunior high grades are:I.To develop in,each student technical competencies, concepts,and basic skills common to industriae-technical materials andiloprocesses.,2.To deve14 in each student an awareness of industry andtechnology and its effect on a changing, evolving society.3.To provide each stude.nt with an opportunity to explore theIconstruction, manufacturing, communication, transportationand other related clusters of industrial activity.Industrial Arts programs at the middle/junior grades provide studentswith the opportunity to explore in a "hands-on" way many of the occupationalareas associated with industry.This type of activity can be invaluable asstudents seek to determine those areasthat are consistent with their-interests and aOlities.-,SENIOR HIGH SCHOOL-Intiustrial arts at the'senior tigh school level provides concentratedand somewhat specialized technical courses designed to meet theendustriallyrelated corisumer needs of s'econdary students as well as preparing students,21.26.4
,for enrol ment in advanced vocational-technical programs.High schoolprograms may use combinations of general and unit organization as a partof theirdelivery system.At this level elective options are importantbecause the37 help students to expand their career awareness, technologicalliteracy, consumer skills, and skills and knowledges related
co DOCUMENT RESUME ED 221 712 CE 033 888 4. TITLE. Louisiana Industrial Arts Curniculum Project, Phase. I. Final Report. Bulletin No. 1687. INSTITUTION
