Bruce Douglas Crumpton Date of Degree: August 4, 1956 Institution
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Name: Bruce Douglas Crumpton Date of Degree: August 4, 1956 Institution: Oklahoma A. & M. College Location: Stillwater, Oklahoma Title of Study: COPPER ENAMELING: ITS SUITABILITY FOR INCLUSION IN A GENERALHOP S PROGRAM Pages in Study: 68 Candidate for Degree or Master or Science Major Field: Industrial Arts Education Scope of Study: This report includes a history of industrial education and of copper enameling. A questionnaire was prepared by the writer and mailed to the heads of the industrial arts depe.rtments of selected schools across the country asking for information as to how they included copper enameling in their programs; what materials did they use; how macy different enamel colors were used; what mesh size; what techniques were taught in their classes; and how success ful bad enameling been in their cases. The results of this survey are given by the use of tables with explanations given for each table. A suggested course of study is presented along with a list of suppliers and supplies for copper enameling. Findings and Conclusions: Copper enameling, while suitable for inclusion in a general shop program, has not bad wide acceptance by industrial arts teachers at the present time. The equipnent used as reported in the survey bas ranged from the minimum required to some of the most elaborately equipped shops in the schools. When offered, copper enameling has been successful. Copper enameling as an area in the general shop has only been offered for a few years. Enameling at the present time is offered either by the industrial arts department or the art department. Copper is the base metaJ. most frequently used, while silver, brass and a little steel were reported. A course of study has been suggested and included to serve as a guide for teachers formulating a course to suit their own particular needs and students. COPPER ENAMELING: ITS SUITABILITY FOR INCLUSION IN .· I A. GENERAL SHOP PROGRAM COPPER ENAMELING: ITS SUITABILITY FOR INCLUSION IN A GENERAL SHOP PROGRAM BRUCE DOUGLAS CRUMPrONll Bachelor of Science Tennessee Polytechnic Institute Cookeville, Tennessee 1954 Subnitted to the faculty of the Graduate School of the Oklahoma Agricultural and Mechanical College in partial :fulf'illment of the requirements for the degree of MASTER OF SCIENCE August 1956 ·;, r-// /' -, I ...__) I ' I P-"' ',;;:> \\ . (]. "J.� I ..,I,., v COPPER ENAMELING: ITS SUITABILITY FOR INCLUSION IN A GENERAL SHOP PROGRAM BRUCE D. CRUMPrON MASTER OF SCIENCE 1956 REPORT APPROVED: � ..._�,�10�oh.��a;.__;;5=-:::....a -"'z_::dr'��r....:e==---,,-,,,,,.. Report Adviser and Assistant Professor, School or Industrial Arts Ea.ucation and Engineering Shopwork 71' r I ~ ( Ii ".. ._[./ ) J_ !; ?·;I tA. I ,-<_,,_,,.,L/ Associate Professor and Acting Head, School of Industrial Arts Ea.ucation and Engineering Shopwork Dean of the Graduate School ii TABLE OF CONTENTS Chapter I. INTRODUCTION . • • • • • • • • • • • • • • • • • • • • • • 1 A. Selection of the Problem. • • • • • • • • • • • • • • 2 Purpose of the Stud;y'. • • • • • • • • • • • • • • • • 2 Available Literature. • • • • • • • • • • • • • • • • 2 Research Techniques • • • • • • • • • • • • • • • • • 3 Related Information • • • • • • • • • • • • • • • • • 3 B. Definition of Terms Used •• • • • • • • • • • • • • • 4 c. Brief History of Enameling. • • • • • • • • • • • • • 5 Farly History • • • • • • • • • • • • • • • • • • • • ; Enameling Today • • • • • • • • • • • • • • • • • • • 7 II. HISTORY OF INDUSTRIAL EDUCATION. • • • • • . 9 A. Farly History . • • • • • • • • • • • • • • • • • • • 9 In Antiquity - Beginnings. • • • • • • • • • • • • • 10 Be.r'llra,rism • • • • • • • • • • • • • • • • • • • • • • 10 Influence of the Church ••••••••••••••• 10 The Middle Ages • • • • • • • • • • • • • • • • • • • 11 The Russian Sy-stem. • • • • • • • • • • • • • • • • • 1.3 The Sloyd Sy-stem. • • • • • • • • • • • • • • • • • • 15 Uno Cj,gna81ls• • • • • • • • • • • • • • • • • • • • • 16 otto Salomon. • • • • • • . • • • • • • • • • • • 16 B. The Developn.ent of Educational Shopwork in the United States ••••••••••••••••• • • • 18 Pre-Revolutionary •Days • • • • • • • • • • • • • • • 19 Mamial. Labor Movement • • • • • • • • • • • • • • • • 20 Mechanics Institute Movement. • • • • • • • • • • • • 20 Discovery of the Russian System b,y Runkle . • • • • • 21. Woodward and the Manual Training School . • .. • • • • 21. Dissatisfaction with Manual Training. • • • • • • • • 22 2.3 c. The Current Situation •• • • • • • • • • • • • • • • Trends in Industrial Arts • • • • • • • • • • • • ... 2.3 iii Chapter D. History of Federal Acts Pertaining to Vocational Education•••••••• •••••• • • • 25 Acts Prior to 1918. • • • • • • • • • • • • •• • • • 25 Acts from 1918 to 1946. • • • • • • • • • • • • • • • Z7 George-Barden Aot . • • • • • • • • • • • • • • • • • 28 III. GURR.ENT STATUS OF COPPER ENAMELING IN SELECTED SCHOOLS ACROSS THE COUNTRY •••••••••• • • • • • • .30 A. The Research Techniques Reported. •· ...... 30 Re.f'erenoe Material Used • • • • • • • • • • • • • • • 30 The Questionnaire Form•••• • • • • • • • • • • • • 31 The Questionnaires Validity . • • • • • • • • • • • • 31 B. Status of Copper F.nameling Reported . • • • • • . .32 Basis of Selection. • • • • • • • • • • • • • • • • • 32 F.nameling as Now Offered. • • • • • • • • • • • • • • 33 Success or l!ala.meling Courses. • • • • • • • • • • • • 3.3 Length of Time Offered. • • • • • • • • • • • • • • • .34 Amount of Glass Time Per Week • • • • • • • • • • • • .35 Departments Teaching Fmmeling. • • • • • • • • • • • .36 Metals Used • • • • • • • • • • • • • • • • • • • • .37 Enamels: Kinds, Colors and Mesh. • • • • • • • • • • .37 Techniques &ployed • • • • • • ._ • • • • • • • • • • 39 Class Sizes Reported. • • • • • • • • • • • • • • • • 39 IV. A COURSE OF STUDY IN COPPER ENAMELING FOR THE INDUSTRIAL ARTS GENERAL SHOP • • • • • • • • • • • • • • • A. General Organization. • • • • • • • • • • • • • • • • Class Enrollment. • • • • • • • • • • • • • • . 42 Time Allotted • • • • • • • • • • • • • • • • • • • • 42 Class Organization •••••••••••• • • • • • • 42 B. Methods o.f' Teaching. • • • . • • • • • • • • ••• 4.3 Demonstration • • • • • • • • • • • • • • • • • • • • 4.3 Project Method. • • • • • • • • • • • • • • • • • • • 4.3 Visual Aids • • • • • • • • • • • • • • • • • • • • • 4.3 Field Trips • • • • • • • • • • • • • • • • • • • • • 41+ Testing • • • • • • • • • • • • • • • • . • • • • . • 41+ iv Chapter c. Units or Instruction•• • • • • • • • • • • • • • • • En.ameling: • • • • • • • • • • • • • • • • • • • • • • 45 Objectives of Enameling . • • • • • • • • • • • • • • 45 Some Manipulative Experiences That Should Be Covered in Enameling. • • • • • • • • • • • • 4h Informational Topics. • • • • • • • • • • • • • • • • 49 Eq D. uipment •••••••. • • 51 V. SUMMARY AND RFiCOMMENDATIONS. • • . • • . 53 S1.lIOlll8ilj" • • • • • . • • • • • • 53 Recommendations ••• . 55 A SELECTED BIBLIOGRAPHY • • • . • • • • 56 APPENDIX A. List or Questionnaire Respondents • • • • • • 62 APPENDIX B. Sources or Supplies • ••• •••• • • • • • 65 APPENDIX C. Letter of Inquiry and Questionnaire Sent to Selected High Schools Across the Country •••••••••••••. 66 v LIST OF TABLES � � I. Distribution of Time Taught •••••••• . 34 II. Class Time Distribution in Hours Weekly• • . 35 III. Courses Which Included Enameling •••••.. 37 IV. Number of Different Enamel Colors Used . 38 v. Class Sizes as Reported•• • • • • • • • • • • • • • • • • 40 vi CHAPTER I INTRODUCTION The objectives of industrial. arts education have changed through the years as have the objectives. of general education. The term manual arts connoted the training of :manipulative skills and the teaching of principles of art. Industrial arts al.so contains these two phases, bit its scope is much greater. It includes a study of the materials, pro cesses, and products of industry. This type of study is important it the student's education is to be complete because modern industry plays a significant put in everyone's lite. In the relatively recent time since enameling bas become a manufacturing process it has rapidly spread throughout industry until today it is found in such fields as housing, appliances, advertising and decorative articles. As one of the subjects in industrial arts, enameling would not be taught as it is taught in art classes or 1n technical. classes in educa tional institutions. An aim 1n this course is to give the pupils a wide variety of experiences and to avoid great detail or complicated techni cal information. It is designed to acquaint the student with a basic fundamental. knowledge of enameling, its use in industry and the possi bilities of enameling as an advocational. pursuit for the individual and in this respect to acquaint him with the tools, equil]llent, and materials related to enameling as an advocational pursuit. There is a necessity, however, in study-1.ng enough of the theory involved in enameling to insure good workmanship. One must understand 1 2 the effects or heat, first upon the selection or the metal to be enam �---·'/ eled., and second, how the effect of heat is shown in the expansion and contraction of enameled pieces during firing and while cooling. In fl'le-ry situation, the student should know wb;r certain things are done in order to improve his techniques and to insure utmost safety. Part A Selection .Qt the Problem Although enameling as an art is hundreds or years old it has only' recently been used in the United States as a manufacturing process with widespread application.