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Suggested Courses for Handicraft) an Area of Industrial Arts, for Schools in Thailand

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Suggested Courses for Handicraft) an Area of Industrial Arts, for Schools in Thailand SUGGESTED COURSES FOR HANDICRAFT) AN AREA OF INDUSTRIAL ARTS, FOR SCHOOLS IN THAILAND SUGGESTED COURSES FOR HANDICRAFT~ AN AREA OF INDUSTRIAL ARTS, FOR SCHOOLS IN THAILAND by TongpoonRuamsap II Bachelor of Science Oklahoma State University of Agriculture and Applied Science 1959 Submitted to the Faculty of the Graduate School of the Oklahoma State University of Agriculture and Applied Science;· in partial fulfillment of the requirements for-the degree of MASTER OF SCIENCE May, 1960 OKLAHOMA STATE UNIVERSITY LIBRARY SEP 2 1960 SUGGESTED COURSES FOR HANDICRAFT, AN AREA OF INDUSTRIAL ARTS , FOR SCHOOLS IN THAILAND TONGPOON RUAMSAP Master of Science 1960 THESIS APPROVED: Thesis Advisor, Associate Professor and Head, Department of Industrial Arts Education Dean of the Graduate School 452833 ii ACKNOWLEDG:MENT The author wishes to express his appreciation and grati­ tude to the following people who helped make this study possible. First to his advisor, Professor Cary L. Hill, Head, School of Industrial Arts Education, Oklahoma State University, for his kind and patient advice and assistance. Second, to Professor Mrs. Myrtle c. Schwarz for her kind assistance and encouragement. Third, to the State Superintendents of Public Instruction of the following states: Connecticut, Illinois, Kansas, Louisiana, Ohio, Virginia, and Wisconsin. Appreciation is extended t·o Professor John B. Tate and Professor L. H. Bengtson,·who gave kind instructions to the author throughout his study at Oklahoma State University. Tongpoon Ruamsap August, 1959 iii TABLE OF CONTENTS CHAPTER PAGE I., INTRODUCTION •••••_•&ct•o•••••e•• 1 Part A.. The General Scope of the Study. .. • • 3 The Origin of_th~ Study ........... .. " 3 Needs for the Study .......... " .. o G • • • 4 Methods of Research • .. .. .. .. .. • .. • • .. 4 Part B.. Definitions of Some Significant Terms. • 5 II0 TBE HISTORY AND PHILOSOPHIES OF INDUSTRIAL ARTS.. 10 Part A. The History and Development of Industrial IA:r!ts • • • • • • • " • • • • • • • e- • • 11 Ancient History • _• .. .. .. • .. • • • • • • .. .. 11 Egyptian Civilization • "'. • • .. • • • • .. .. .. 12 Orient Civilization. • .. • • • • • • • • • • 13 Hebrew Civilization • • • • • • • • • .. • • .. 13 Greek Education. • • • • • • • • • • • • .. • 14 Roman Education • • • • - • • • • • • • • • • • llf. Early Christian Labor • • • • • • • • • • • • 15 Apprenticeship in the Crafts. • • • • • .. • 16 The Guilds of England•""• • • • • • .. • .. • • 16 Apprenticeship Laws in the Colonies...... • .. • .. 18 The Decline of Apprenticeship in America_,.. • • 19 The Beginning of Jl.fanual Training • • .. • • • 20 The Jyfanual Training School of Washington Uni ver si ty .. • .. • .. ,, • • • • • .. .. • .. .. 21 Conflicting Theories of Education. • • • • • 22 Manual Training in the Elementary Schools • .. 2l+ From Manual Training to Industrial Arts. • .. 25 The Russian Manual Training System • '" • • .. 25 The Sloyd Movement • • • • • • • • • • • • .. 27 _The Arts and Crafts Movement • • • • • .. .. • 29 The Industrial or Vocational Movement. .. • • 30 The Development of Industrial Arts • • .. • .. 31 Swnmary of Industrial Arts Curriculwn Development • • • • • • • • • .. • • • • • 32 iv CHAPTER .PAGE Part B. Philosophies of Some Philosophers and Educators of the Past • • • • • • • • • 33 Socrates • • • • • • • • • • • • • • • • • • 33 Plato • .• • • • • • • • • , • • • • • • • • • • 34 Xenophon • • • • • • • • • • • • • • • • • • 35 Martin Luther • • • • • . • • • • • • • • • • • 35 Rabelais • • • • • • • • • • • • • • • • • • 36 Richard Muleaster. • • • • • • • • • • • • • 37 Francis Bacon • • • • • • • . • • • • • • • • • 37 Johann .Amos Comenius • • • • • • • • • • • • 38 John Locke • • , • • .. • .. • • • • • • • • • • 39 Jean Jacques Rousseau. • • • • .. • • • • • • 39 Johann Heinrich Pestalozzi • • • • • • • • • 40 Philip Emanuel von Fellenberg. • • • • • • • 41 Heinrich Gottlieb Heusinger. • • • • • • • • 42 Johann Friedrich Herbart. • • • • • • • • • • 43 Friedrich Wilhelm Augustus Froebel • • • • • 43 Benjamin Franklin. • • • • • • • • • • • • • 45 Robert Owen • • • • • • • • • • • • • • • • • L.. ·Jr:' .Amos Bronson Alcott. • • • • • • • • • • • • 46 Part c. The Current Beliefs of Industrial Arts. 48 John Dewey • • • • • • • • • • • • • • • • • 48 Calvin A •. Woodward • • • • • • • • • • • • • 50 Frederick G. ~onser. • • • • • • • • • • • • 50 Willi am A. Warner • ~ • • • • • • • • • • • • 52 General Objectives of the Industrial Arts. • 53 Standards of Attainment Objectives • • • • • 53 Philosophy of Industrial Arts by Giachino and Gallington. • • • • • • • • • • • • • 55 Friese' s Viewpoint • • • • • • • • • • • • • i5. William A. Bakamis • • • • • • . • • • • • • • -.; 7 Part D. The Author 1 s Viewpoints • • • • • • • • 59 III. SUGGESTED ACTIVITIES OF HANDICRAFT FOR SCHOOLS IN THAILAND •••••••••• • • • • • • • • • 65 Part A. General Suggestions ••••••••••• 66 The Provision for Creativeness • • • • • • • 67 Variety of Material. • • • • • • • • • • • • 67 Need of Problems and Solutions • • • • • • • 67 Children Require Guidance • • • • • • • • • • . 68 A Handicraft Area. • • • • • • • • • • • • • 69 Safety • • • • • • • • • • • • • • • • • • .• 69 An Exhibition Day ••.~ • • • • • • • • • • • 69 The Design in Handicraft • • • • • • • • • • 69 Evaluation in Handicraft • • • • • • • • • • 70 A List of Tools and Equipment. • • • • • • • 71 V CHAPTER PAGE Part B. Suggested Handicrafts for Elementary Schools •••••••••••••• • 74 Doll Making • • • • • • • • • • • • • • • • 75 Puppetry • • • • • • • • • • • • • • • • • 76 Paper Craft •••••••••••••••• 80 Toy Making • • • • • • • • • • • • • • • • 82 Miscellaneoi1s Crafts • • • • • • • • • • • 85 Vegetable Crafts ••••••••••••• 88 Marine Crafts ••••••••••••••• 91 Part c. Suggested Handicrafts for Secondary Schools • • • • • • • • • • • • • • • 93 Weavi1'lg • • • • • ., • • • • • • • • • • • • 93 Rope Making • • • • • • • • • • • • • .. • • 99 Metal Craft •••••••••••••••• 101 Etching ................ 101 Planishing •••••••••••••• 101 Repousse ••••••••••••••• 102 Chasing •••••••••••••••• 102 Piercing and Sawing •••••••••• 102 Soldering ••••••••••••••• 103 Raising of a Metal Bowl ......... 103 Punchwork .. · • • • • • • • • • • • • • • 103 Applique Work ••••••••••••• 104 Metal Tooling ••••••••••••• 104 Copper Enameling ••••••••••• 10~ Mobile •••••••••••••••• 105 Graphic Art,s • • • • • • • • • • • • • • • 107 Block Printing •••••••••••• 107 Silk Screen Printing ........ .. 108 Bookbinding •••••••••••••• 108 Wood Craft ................ 110 Wood Carving ••••••••••••• 110 Intaglio ••••••••••••••• 112 Intarsia or Inlay ••••••••••• 112 Painting on Wood ••••••••••• 113 Marquetry ••••••••••••••• 113 Pyrography or Wood Burning •••••• 114 Leather Craft ••••••••••••••• 115 Ceramics ••••••••••••••••• 116 Basketry ••••••••••••••••• 121 IV. SUGGESTED COURSES OF HANDICRAFT FOR SCHOOLS IN THAILAND • • • • • • • • • • • • • • • • • • • 123 Part A. A Suggested Course of Handicraft for the Elementary School • • • • .. • • .. 121+ Objectives .. • • • .. • • • • • • • • • • • 124 Pratoms (Grade) One and Two. • • • • • • • 124 Pratoms Three and Four • • • • • • • • • • 127 vi CHAPTER PAGE Part. B. A Suggested Course of Handicraft for Secondary Schools •••••• 0 • 129 Ob~ectives ••••••••••••• • • • 130 }datayoms (Standards) One to Three • • • • • 130 v. CONCLUSIONS. • • • • • • • • • • • • • • • • • 135 BIBLIOGRAPHY • • • • • • • • • • • • • • • • • • • • 138 vii LIST OF TABLE TABLE PAGE I Equipment Lists • • • • • • • • • • • • • • • • • 72 LIST OF FI.GURES FIGURE PAGE l. National Education System of Thailand • • • • • 63 2 Marionettes • • • • • • • • • • • • • • • • • • 79 Wheeled-Base Toy • • • • • • • • • • • • • • . ' • 84 Merry Jacks • • • • • • • • • • • • • • • • • • 84 t Jur11ping Jacks • • • • • • • • • • • • • • • • • 84 6. Large Navaho Loom • • • • • • • • • • • • • • • 95 ?. Small Navaho Loom • • • • • • • • • • • • • • • 95 8. Heddle Stick and Rod • • • • • • • • • • • • • • 95 9. How to String Purse Loom • • • • • • • • • • • • 95 10. Purse Loom • • • • • • • • • • • • • • • • • • • 95 11. Square Weaver Loom • • • • • • • • • • • • • • • 95 12. T-D. Loom • • • • • • • • • • • • • • • • • • • 95 13. .Cigar Box Loom • • • • • • • • • • • • • • • • • 96 14. Frame Loom • • • • • • • • • • • • • • • • • • • 96 15. Belt Loom • • • • • • • • • • • • • • • • • • • 96 viii CHAPTER I INTRODUCTION Handicrafts. have been essential to mankind since'-the ancient time to the present.· The people of the ancient age who lived in small groups roaming from time to time, or those that settled ih specific areas, had to mak:~ their own tools, make their own shelters or homes and seek.their own food. The people who lived two or three hundred years ago had to work by hand to a great extent .. Even at the present time in many parts of the world, the people who live in the coun~ry, on farms, in the villages OT small towns, where all the facil= ities are·not as good, have to do a lot of manual work. Un­ doubtedly handicrafts must be a part of 11 ving to thes-e people mentioned in this paragraph~. Today machines are plentiful and familiar to everyone. With the help of the machines the people save both their time and energy and do not have to work as hard as they did in the old days. Many k:i,nds of materials are now used to make var= ious items for the facility of living. The situation is dif= ferent .. Industrial arts becomes ah essential and important part of the-public school program. Industrial arts provides means, for the
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