Fabrics. | Dyes. | Colored paper samples. | Fabric samples. | | 2. Constructed-- | 2. Made by the teacher. Paper models representing-- | Margins. | Space divisions. | General proportions. | Repetition of units. | Harmony of shapes. | Colour wheel. | ------------------------------------+-------------------------------- USE The above list of illustrative material should in no way be considered as representing all that should be provided for the teaching of art nor as meeting minimum requirements. It is, however, indicative of some of the materials that are desirable and most usable as well as available at a small expenditure of money. The finest collection of illustrative material is futile if it is not used in such a way that the pupils see the significance of it and develop discriminating powers through the use of it. Charts and other materials lose their value if hung around the room or left in the same arrangements from September to June. Little notice is taken of them for they seem to become a permanent part of the background. Most charts are not decorative and their use should be confined to that part of the work to which they definitely contribute. There are three important objectives to be kept in mind in the use of illustrative materials. They are-- 1. To arouse interest. For this purpose pertinent materials should be arranged attractively on the bulletin board or screen or placed in some conspicuous part of the classroom. These particular pieces should be changed very frequently. See Figure 2, page 8. 2. To assist in solving problems in the development of the principle. The teacher will need to use clear and concise illustrative materials for this purpose. Since these pieces of illustrative material are usually held up before the class, it is necessary that they be of such size that all of the pupils can see them clearly. In addition, the class should be so arranged that all members have equal opportunity for observing them and handling them. 3. To assist in developing judgment ability. Materials for this purpose will be used in two ways: (1) As an aid in solving judgment problems given to the class. In this case some pieces will be used by the group as a whole and others will be passed out to individual pupils. (2) As a means of further developing powers of discrimination and judgment. For this pupils are asked to make selections and arrangements from a large number of articles and materials.