TLE 111

INTRODUCTION
TO INDUSTRIAL
ARTS 1
COURSE DESCRIPTION

This course deals with an introduction to the concept of industrial arts. It includes
discussions on technology, its evolution, utilization, and significance; with industry, its
organization, materials, occupations, processes, and products; and with problems and
benefits resulting from technological nature of society. As an introductory subject, it is
designed to develop certain habits, attitudes, and abilities desirable for all citizens of an
industrial and technological civilization. It covers the basic knowledge and skills in the
areas of basic drafting, civil, electronics, and electrical technology.

COURSE OUTCOMES

Upon completion of this course, the students are expected to

1. discuss the different concepts pf industrial arts and its importance;

2. use correctly the different tools and equipment used in basic drafting, civil,
electronic, and electrical technology;
3. produce different industrial arts products; and
4. plan preventive maintenance and repair related to civil, electronics, and electrical
technology.

COURSE TOPICS

1. INTRODUCTION TO THE CONCEPT OF INDUSTRIAL ARTS

2. BASIC DRAFTING
a. Drawing Instrument
b. Lettering
c. Orthographic Projection
d. Pictorial Drawings
e. Dimensioning and Sectioning
3. BASIC WOODWORKING
a. Theories Related to Construction Materials
b. Wood Joints
c. Principles of Measurement and Lay-out
d. Correct Technique in Using Woodworking Tools and Equipment
e. Proper Procedure in Woodworking Construction
4. INTRODUCTION TO ELECTRICITY
a. Historical Background of Electricity
b. Basic Principles and Laws used in Electricity
c. Household Electrical Wirings
5. INTRODUCTION TO ELECTRONICS TECHNOLOGY
a. Basic Principles of Electronics Technology
b. Common Hand Tools Used in Electronic Technology
c. Preventive Maintenance and Repair for Household Appliances
MODULE 1. Introduction to the Concept of Industrial Arts

MODULE OVERVIEW
IN THIS MODULE
HISTORY OF INDUSTRIAL ARTS
CONCEPTS OF INDUSTRIAL ARTS

Industrial arts is an area of general education that deals with technology and
industry. Industrial arts courses provide opportunities for students to study,
observe, experiment, and work with industrial tools, machines, materials, and
processes. Industrial arts programs are offered in elementary school, middle
school, and high school. Students may also study this subject at the college and
university level. Industrial arts programs include courses in automobile
mechanics, electronics, graphic arts, industrial crafts, industrial drawing,
metalworking, photography, plastics, and woodworking.

Education in the industrial arts began in the United States during the late 1800’s.
Since then, more and more students have enrolled in industrial arts programs.
Today, millions of students are involved in such programs. In addition, many
changes have taken place in industrial arts programs through the years to reflect
technological developments. Some of the courses once taught under industrial
arts are now offered within the field known as technology education
.
In the past, most schools required boys to take industrial arts and girls to take
family and consumer sciences. Few girls studied industrial arts until the 1970’s.
Today, most courses in the field are coeducational.

At the end of this module, you are expected to:

1. discuss the concepts of industrial arts;

2. construct paradigm on the history of industrial arts; and
3. elaborate the importance of industrial arts in the society.
LESSON 1. History of Industrial Arts

Learning Objectives

This lesson aims to construct paradigm on the history of industrial arts. At the
end of the lesson, you will be able to

1. trace back the history of the industrial arts; and

2. create a graphic organizer showing the history of industrial arts.

INTRODUCTION

As technology evolves and becomes more complex over time, so must the training for
those involved in creating it. Industrial arts learning activities are an essential part of the
public school program and the student's education. The goal of the industrial arts
activities is to give the student background of our industrial society. Industrial arts
represents the study and practice of technical design including furniture, automobiles,
toys, etc.

Moreover, industrial arts in education programs that pertain to the body of related
subject matter, or related courses, are organized for the development of understanding
the technical, consumer, occupational, recreational, organizational, managerial, social,
historical, and cultural aspects of industry and technology. These learning experiences
include activities such as experimenting, designing, constructing, evaluating, and using
tools, machines, materials, and processes that provide opportunities for creativity and
problem-solving and assist individuals in making informed and meaningful occupational
choices.

ACTIVITY 1.

Create a diagram that shows what Industrial Arts is all about. Submit a 2-minute video of
your diagram. Submit your video at this link [Link] or you can scan
this QR Code.

ANALYSIS

Do you think Industrial Arts should be part of the Elementary Curriculum or High School
Curriculum? Why?
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ABSTRACTION

HISTORY OF INDUSTRIAL ARTS

Industrial arts education was called manual training when it was introduced in the
United States in the late 1800s. In 1876, Calvin M. Woodward, an educator at
Washington University in St. Louis, attended the Philadelphia Centennial Exposition. An
exhibit of woodworking projects from a Russian technical school impressed Woodward,
and in 1880, he opened the Manual Training School in St. Louis. This school was the first
of its kind in the country.

In 1884, Baltimore became the first U.S. city to include manual training in its public
school program. By 1893, about 50 public school systems offered manual training
courses. The earliest programs consisted mainly of mechanical drawing and
woodworking courses and were aimed at teaching students how to use a variety of hand
tools. During the 1890s, the design and production of artistic objects became the major
goal of the programs. Educators began to substitute the term manual arts for manual
training.

The early 1900s brought further changes to manual arts programs. Instructors began
placing less emphasis on arts and crafts and more importance on the study of industrial
problems and techniques. As a result, many educators started using the term industrial
arts instead of manual arts.
Great technological developments following the end of World War II in 1945 led to
further changes in industrial arts education. Schools added courses in communication
and transportation, and students of industrial arts began to use many more power tools
in class.

Recent trends. Educators have developed courses to help students understand the
industry and its effect on society. The courses cover all phases of industrial operation,
including communications, energy sources, finance, marketing, materials, processing,
research, and transportation. As part of their work, students may set up a model
business and manufacturing operation, talk with people employed in the industry, and
apply industrial techniques to school situations. Problem-solving and resourcefulness
are emphasized.

Many industrial arts programs are adding the study of high technology. Students learn
about such developments as computer-aided design and manufacturing, lasers,
numerically controlled manufacturing machinery, and robotics.
 Industrial arts played an important role in the career education movement of the 1970s
and 1980s. Career education helps students choose and prepare for a career. Industrial
arts courses enable them to work with many tools and materials and to study various
industries and occupations. Students learn about their own abilities and about possible
types of work. As a result, they can make wiser career decisions.

Industrial arts have also contributed to the consumer education movement, which
works to make the buying public better informed. Industrial arts teachers use learning
experiences to help students select, use, and care for industrial products.

Another trend involves greater opportunities for girls, women, and individuals with
disabilities. During the 1970s, many automotive, metalworking, and other industrial arts
courses became coeducational for the first time. Educators also developed special
equipment and teaching methods for students with physical or mental disabilities.

In the 2000s, the field of technology education emerged from the field of industrial arts.
In technology education, students learn about the concepts and processes involving
technology. Technology education is less concerned with making products and more
concerned with students being able to think critically about and evaluate ideas involving
technology. Technology’s effects on society are closely considered.

Industrial arts courses become more challenging through the school years as the
manual skills and mental abilities of students develop. But the six basic goals of
industrial arts programs remain the same: (1) to develop an understanding and
appreciation of industry; (2) to teach students the use of industrial tools and machines;
(3) to help students learn to work alone and in groups; (4) to encourage creativity; (5) to
teach the use of industrial materials and their characteristics; and (6) to help students
apply their knowledge and skills in industrial arts to other activities.

APPLICATION

Create a graphic organizer showing the History of Industrial Arts. Upload your diagram
here [Link]
LESSON 2. Concept of Industrial Arts

Learning Objectives

This lesson aims to explain the concepts of industrial arts and their importance,
at the of the lesson you will be able to:

1. discuss the concept of the industrial arts; and

2. elaborate the importance of industrial arts.

INTRODUCTION

The purpose of industrial arts incorporates societal factors such as technology with
personal career development. A student trained in industrial art contributes to the
advancement of society regardless of whether the career is in manufacturing or design.
For example, a graduate of an industrial arts program with a focus on machinery learns
advanced safety techniques and methods of streamlining manufacturing. A design
student creates new and advanced packaging for toys, which reduces waste.

Moreover, the meaning behind the demand for people trained in industrial arts changes
with the needs of the employing corporations. For example, the demand for industrial
artists during the 1940s included people adept at shortwave radio design for use in
World War II, according to the Encyclopedia of Chicago. Talented designers offer
companies an edge over the competition and provide society with the desired
technologically advanced products.

Industrial arts provide benefits to a wide assortment of people. Students lacking the skill
or desire to study math and science obtain a career in industrial arts by learning a trade
such as mechanics. People proficient in math and science study and put the knowledge
to use by designing new products. Others go on to teach industrial art such as
woodworking.

ACTIVITY 1.

Think of a community where Industrial Arts were essentially linked to their advancement.
Describe the purpose, demands, and benefits of Industrial arts on their development.

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ANALYSIS

What do you think is the most important area of Industrial Arts that children need to
learn? Enumerate at least three and explain why.
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ABSTRACTION

School programs

In elementary school, teachers combine industrial arts instruction with various

classroom activities. Students work on projects based on units in science, social studies,
and other subjects. They learn to plan projects, use simple tools, and work in groups.
Students work with such materials as beads, clay, plastics, soft metals, textiles, and
wood.

In middle school, students in industrial arts programs work with many types of
equipment and materials. They study drafting, electronics, metalworking, plastics,
printing methods, woodworking, and other technical processes. Each industrial arts class
lasts only part of a school year in most middle schools. A student might take
metalworking for the first three months, woodworking for the next three months, and
drafting for the rest of the school year. Students work on both individual and group
projects.

In high school, students who have had industrial arts courses in junior high may
specialize in one or more areas. Those with no background in industrial arts take general
courses. Students in advanced classes work with complex equipment, such as high-
speed printing presses; machine lathes, which are machines that hold pieces of wood,
metal, or plastic, turning them against a cutting tool to shape them; and sensitive testing
tools. They conduct research and experiments individually and in groups. Coursework
may include field trips. Instructors provide job information and may help students find
employment in the industry.

In colleges and universities. Many colleges and universities offer a bachelor’s degree
in industrial arts. Some of these schools also have master’s and doctoral degree
programs in the field. Men and women who plan to teach industrial arts must take
certain education courses as well as technical courses. Classes include advanced
instruction in industrial processes and practices. Students also learn to operate and
maintain industrial equipment. Most courses require much research and
experimentation.
Industrial arts courses

Industrial arts courses may concentrate on one kind of work, or they may teach several
skills in less depth. The most specialized kind, of course, is the unit shop course, which
deals with one way of processing one kind of material. In a machine shop course, for
example, students learn to process metals with industrial machines, such as lathes and
drills. In a single field laboratory course, students deal with only one kind of material, but
they study several ways of working with it. For example, in a general metals course,
students may learn to process metals by machining, gas and arc welding, casting
(shaping melted metal), and forging (working metal by hammering and machine
stamping). They also learn sheet metal work. In a multifield laboratory or comprehensive
course, students learn to process more than one kind of material. Such a course might
include work with metals, plastics, and wood. In all industrial arts classes, instructors
stress the proper use and maintenance of equipment.

Automobile mechanics courses emphasize the study of engines, especially those of

cars. Students work on their own cars, on school laboratory models, or on motors of
lawnmowers, tractors, or other machinery. They study various parts of automobiles,
including the cooling system, drive train, fuel system, suspension components, and
wheels and tires. Many courses teach students to make repairs.

Electronics courses teach the laws of electricity and how to apply this knowledge to
actual situations. Students learn about circuits, electric parts, and wiring diagrams for
radios, television sets, and other electronic equipment. They also study the use of
electronics in manufacturing and the numerical control of processing equipment. Class
projects include the construction of various communications devices, such as radios and
telephones. Students work with hand tools, meters, and other electronic equipment.

Graphic arts include bookbinding, etching, linoleum-block cutting, photography, and

printing. Students learn to set type and use binding machines, cameras, paper drills, line
gauges, plates and presses, and other printing equipment. They also learn to select
colors, designs, and paper for printed materials. In addition, they study various printing
processes.

Industrial crafts courses offer an opportunity for creativity and self-expression.

Students design and make many items, using various materials and techniques. The
materials include clay, leather, metals, and precious stones. Students also study the
chemical and physical characteristics of many materials and how these materials are
used in industry.

.
Industrial drawing courses teach students how to prepare blueprints and sketches
used in designing and building equipment and other items. Students make drawings
that show an object from several angles to indicate its exact shape and size. They learn
such skills as correct dimensioning, proper view arrangement, and scale drawing.
Equipment used in industrial drawing courses includes compasses, drafting instruments,
pencils and pens, scales, triangles, and T squares.
Industrial drawing courses also introduce students to advanced drafting techniques,
copy-making, and tracing procedures. Architectural drawing is also taught as a part of
the drawing program in many schools.

Metalworking. In this course, students work with a variety of metals and learn many
methods of metal processing. They study art metalwork, heat-treating methods, hot
metal casting, sheet-metal work, simple forging operations, and welding. Some of the
classes also study the chemical and physical characteristics of metals. Students learn to
use drill presses, lathes, precision gauges, scales, and other equipment. Metalworking
classes may include field trips to steel mills and other industrial plants.

Photography courses teach students various techniques for taking and developing
pictures. Students learn to use light meters, photo enlargers, processing equipment, and
several types of cameras, including digital cameras. They investigate lighting and
exposure procedures for specialty shots. Classes also include technical instruction about
filters, lenses, and photographic films. Some schools include photography in their
graphic arts courses.

Plastics courses teach students how plastic materials are processed into commercial
and industrial products. Many plastics are made from resins. Students studying plastics
learn such industrial processes as injection molding (squeezing resins into a mold), blow
molding (inflating melted resins inside a mold), casting (pouring resin material into a
mold), and extrusion (squeezing resins through a heating chamber).
In addition, they study polymer chemistry (the molecular structure of plastics) and plastics
identification. They also study and test various plastics for such properties as strength,
flowability, flexibility, and toughness. Other skills taught include cementing and welding,
designing, making molds, and decorating. Classes often visit industrial plastics plants to
study processes not available in school.

Woodworking courses teach students how to make many useful items out of wood.
Projects vary in size and difficulty from bookshelves to cabinets. Students use hand
tools, such as chisels and hammers, and power tools, including jigsaws and wood-
turning lathes. Some classes work in groups to learn mass-production techniques used
by the woodworking industry. Other woodworking skills taught include finishing
2 techniques, upholstery work, wood patternmaking for metal castings, and
woodturning. Some woodworking courses teach carpentry skills.
 APPLICATION

Interview three TLE teachers and let them decide which of the Industrial Arts Courses
should be placed in the Elementary and Secondary Curriculum. Let them explain their
answers.

"CONGRATULATIONS YOU HAVE

SUCCESSFULLY COMPLETED MODULE 1"