| experience is | use of judgment | | frequently | in real-life | | unfortunate to | situations. | | the individual. | | -----------------+--------------------+-------------------+------------------ 6. To insure | See (5) above. | See (5) above. | See (5) above. material for | | | competitive | | | purposes at | | | county and | | | State fairs. | | | -----------------+--------------------+-------------------+------------------ 7. To maintain | To the extent that | An expensive use | Of little value interest. | the pupils are | of time and | since notebooks | permitted to use | energy, since | are usually | some originality | interest may be | stored away | or initiative in | obtained in so | and forgotten. | choosing material | many quicker and | | and compiling it, | easier ways. | | interest may be | If there is | | maintained. | seemingly greater| | | interest it is | | | probably in the | | | manipulative | | | processes rather | | | than in art | | | itself. | -----------------+--------------------+-------------------+------------------ In the light of the analysis of their value it would seem that the use of notebooks should be carefully considered before they are given any place in the teaching of art related to the home. If used at all, they should not be the objective of the course but the voluntary effort of the pupils in attaining other objectives and should take a minimum of class time. From the standpoint of time alone there is certainly a question as to how much routine work in cutting, pasting, or writing should be permitted.