Bicol University

College of Industrial Technology

Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID 910863351

Chapter 1
Lesson 1. INDUSTRIAL ARTS (a Review)
TECHNOLOGY automated machines! Technology better living! Technology complicated industrial
processes! Technology reduction of manpower! Technology taxing pressures! Technology research! (Dawson,
1965)

Industrial Arts has an important role to play as part of general education in our modern society. Each day our world
becomes more mechanized and technical with the invention and production of more labor-saving devices. Many tradesmen
and technicians are needed to install, operate, and service these modern pieces of equipment. Industrial Arts offers the
student an opportunity to acquire some insight into various technical and trade areas. Lab or shop classes are not designed
to turn out tradesmen or technicians but are for the purpose of acquainting the student with various occupations requiring
some type of mental manual skill. Craftsmanship is not dead; it just has to be taught and honored (Merville High School).

As an important element of general

education, industrial arts must engage in those
human activities which contribute to the
development of skills and habits of mind which will
be the instruments of continuous change and
growth on the part of the individual. Industrial arts
as a curriculum is defined as those phases of
general education which deal with the organization,
materials, occupations, processes, products, and
problems of
industry. The

broad
Plate 1. Mayo School Of Industrial Art Later National College Of Arts | Industrial areas
art, College art, Art. (pinterest.com)
identified are
those which must be taught in a realistic and meaningful way. Industrial arts has great
potential for integrating subject matter in life-like situations and for showing the
contributions of technology to evolving civilizations. Teachers must be educated to design
learning experiences and to use experimental processes to implement this broad and
functional approach to industrial arts. (Maley, 1967).

Industrial Arts is an umbrella term originally conceived in the late 19th century to
describe educational programs which featured fabrication of objects in wood and/or metal
using a variety of hand, power, or machine tools. Many also cover topics such as small
engine repair and automobile maintenance, and all programs usually cover technical PlateNineteenth
2. 197 Best Industrial Arts of the
Century images |
drawings one or two semesters as part of the curricula. Used as a definite educational Industrial art, Victorian design, First
term industrial arts dates from 1904 when Charles R. Richards of Teachers College, art. (pinterest.com)
Columbia University, New York suggested to replace the phrase manual training.

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TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd
 Bicol University
College of Industrial Technology
Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID 910863351

In the United States Industrial Arts classes are colloquially known as "shop class"; these programs expose children to
the basics of home repair, manual craftsmanship, and machine safety. Most Industrial Arts programs were established
in comprehensive rather than dedicated vocational schools and focused on a broad range of skills rather than on a specific
vocational training. The term now describes a key study of technology that focuses on both engineering and industrial
technologies (Freebase).

Terminology was a major problem in the historical background of industrial arts. In the past the terms manual
training, manual arts, and industrial arts have been used interchangeably to mean either the same or different educational
areas. According to Melvin Barlow, There were no hard and fast lines representing the end of one primary era of terminology
and the beginning of another. However, it should be noted that the term "manual training" was generally used after 1876;
"manual arts" first appeared and drew support beginning about 1894; and "industrial arts" began finding acceptance around
the year 1910. Each term was supposed to have a meaning all its own. Manual arts gave improved design concept to manual
training, and industrial arts represented a further refinement of purpose and direction (Pinnell, 1977)

Industrial arts education is unique in its services to youth. It is the only curricular area devoted to the interpretation of
industry and technology which compromise the dominant characteristic of 20th century American culture. The overarching
objectives of industrial arts, as described in the U.S. Office of the Education Conference report, Improving Industrial Arts
Teaching include the following.

1. To develop in each student an insight and understanding of industry and its place in our culture.
2. To discover and develop talents of students in the field and applied sciences.
3. To develop technical problem-solving skills related to materials and processes
4. To develop in each student a measure of skill in the use of the common tools and machines.

Carl Gerbracht and Frank E. Robinson cite four objectives in which industrial arts helps youth.

1. Understand the people and the things around them through study of industry or the way things are made and the
work of the people who make them.
2. Develop valuable skills of tool use, repair, maintenance, and product analysis.
3. Compare individual abilities with those of others; try different kinds of work and decide upon a vocation.
4. Have experiences leading to hobbies.

Objectives and Goals of Industrial Arts

Industrial arts cannot be an isolated, separate subject because the techniques and processes with which it is
concerned are a part of man's life. These techniques and processes have been dependent upon society, and in turn have
affected human relations. Thus, the study of industrial arts education contributes to the study of man's activities in a particular
social setting and cultural environment which man created to some extent through the invention of tools and processes.
According to the American Council of Industrial Arts Supervisors the objectives of industrial arts education are as
follows:
1. To develop in each student an insight and understanding of industry and its place in our society.
2. To discover and develop student talents in industrial/technical fields.
3. To develop problem-solving abilities related to the materials, processes, and products of industry.

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TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd
 Bicol University
College of Industrial Technology
Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID 910863351

4. To develop in each student skill in the safe use of tools and machines.
Perhaps the ability to think can well be regarded as the central purpose of industrial arts education. Industrial arts
provide experiences and information dealing with the world of work and occupational opportunities in industry. These
experiences and information develop career awareness and provide career exploration experiences.
Industrial arts assists in the discovery and development of personal aptitudes, interests, creative technical problem-
solving abilities, self-reliance, sound judgment, resourcefulness. These provide for the student's personal needs for living in a
technological society. These are reflected in the goals of industrial arts as stated by William J. Micheels and John R. Lindbeck.

I. Industrial arts provides an effective means for training wise consumers.

II. Industrial arts develops an appreciation of design, materials, and workmanship.
III. Industrial arts promotes an understanding of industry and the value of the worker.
IV. Industrial arts provides a means for develop- ing valuable leisure activities.
V. Industrial arts provides an opportunity for guidance through occupational exploration.
VI. Industrial arts provides experiences for learning and perfecting manipulative skills.
VII. Industrial arts develops desirable habits of analysis, planning, safety, cooperation, and accuracy.
VIII. Industrial arts promotes learning and understanding through manipulative experience.
IX. Industrial arts develops creative thinking abilities.

Perhaps Gordon Wilber stated the "real" meaning of industrial arts education. "Industrial arts is for all in our society,
because all must learn to adapt to a world of industry and technology. All members of our society must deal with, purchase,
maintain, or consume the products of our industrial world". Industrial arts provides information on how to live successfully in
our industrial society.

Industrial Arts Educator/ Career and Technical Education Teacher

The 21st-century economy depends on a diverse array of talents and occupations. The work of electricians,
mechanics, carpenters, welders, and builders is essential to a
equip their students with the know-how and hands-on skills to succeed in these crucial jobs.

At-a-glance: Industrial arts teachers

Job description
Industrial arts teachers instruct students in an array of vocational subjects. Their courses may focus on engine repair,
heating and air-conditioning systems, welding, or wood- and metal-working. They may also teach robotics, computer
technology, graphic design, and/or computer-aided design (CAD).

Industrial arts teachers are also known as industrial technology teachers, career and technical education teachers, or
wood/metal/auto shop teachers.

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TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd
 Bicol University
College of Industrial Technology
Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID 910863351

What makes a good industrial arts teacher?

Someone who is:

Good with their hands

Fanatical about problem-solving
A compulsive tinkerer
Sociable and easy to talk to
Patient and resourceful
Capable of motivating and inspiring students
Organized and careful about time management
Devoted to service and education
Thoughtful about interacting with people from diverse backgrounds
Qualified with a degree in an education-related field

Industrial arts teachers in-depth

Most industrial arts teachers either teach students at middle and high schools, community colleges, or vocational and
technical training programs. Regardless of the level at which industrial arts is taught, many of the responsibilities are
consistent.

Industrial arts teachers must prepare lessons and activities that help students understand the job functions of various
trades. They frequently use demonstrations, hands-on activities, and repair or construction projects. This teaching style
requires them to effectively communicate with students on how to use equipment responsibly.
Industrial arts courses involve more potential hazards than other academic subjects and an important part of the
curriculum covers safety procedures and preventive measures during potentially dangerous activities like welding and metal-
working.

Industrial arts teacher do give lectures and written assignments, as well as other traditional assessments. The
majority of class time, however, is spent working with students to complete hands-on projects.

Teaching at various levels

One consideration in a career as an industrial arts teacher is at which level to teach. Some duties, expertise, and skill
level depend upon the educational level of the teaching institution.

A number of factors come into play in deciding which education level to teach. These include:

an advanced degree)
Range of knowledge and experience in subjects and abilities; the higher the instructional level, the more specialized
field experience may be required.
Age and maturity levels of students from middle school to college
Local salary considerations and employment opportunities

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TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd
 Bicol University
College of Industrial Technology
Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID 910863351

Middle and high school industrial arts teachers

Middle and high school industrial arts teachers usually focus on training students at an introductory level.
Middle school students usually are required to obtain credits in the class, while high school students choose to
enroll as part of their elective course load.

Middle and high school industrial arts teachers train students in one or more of the following skills:

Carpentry
Metallurgy
Automotive technology
Electronics and computer repair
Technical drafting and computer-aided design (CAD)
Robotics
Building and construction
Plumbing and heating system design and operation
Graphic design

Postsecondary industrial arts teachers

Postsecondary industrial arts programs usually aim to prepare students to enter a specific job or apprenticeship.
Teachers work at community colleges and technical or vocational schools.

At the postsecondary level, students must receive the technical training they need to get a job as a skilled
tradesperson. In addition to introductory courses, industrial arts teachers are also responsible for intermediate and advanced
level courses. Because of this, postsecondary teachers usually specialize in a specific field, such as carpentry, automotive
technology, electronics, or computer repair.

Some postsecondary industrial arts teachers work at community colleges. Others work for technical schools or
vocational programs tailored to particular industries such as home construction, welding, or automotive repair.

Education and certification requirements for industrial arts teachers

Typical study time: 4-6 years

-issued teaching credential is required to teach industrial arts in most public schools in
the U.S. Many schools also seek teachers with work experience or special accomplishments in the trade they plan to teach.
-related subject. Also, getting hired at a

employment opportunities as well.

Most industrial arts teachers need to complete the following credentials to become employed:

Bachel
A period of field work in student teaching
Successful completion of state examinations for certification or licensing
5|Page
TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd
 Bicol University
College of Industrial Technology
Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID 910863351

Certification and licensing

A state-issued teaching certificate or license is generally required to teach. Specific certification and licensing
requirements vary from state to state. Teachers are often required to complete years of teaching and take professional
development courses as a condition of certification.

Salary range and employment projections

Salary ranges for industrial arts teachers can vary depending on the state, degree, and experience. According to the
Bureau of Labor Statistics, the median annual salary for an industrial arts teacher is $56,750. The lowest 10% earn less than
$34,980 and the highest 10% earn more than $92,640.

According to ZipRecruiter.com, average pay for beginning industrial arts teachers by state varies from $34,231 to
$48,308.

According to the Bureau of Labor Statistics, salary can also vary depending on the institution of employment:

Middle school: $59,230

High school: $60,250
Community colleges: $55,790
Four-year colleges and universities: $57,240
Trade schools: $50,230

Here is a snapshot of average industrial arts teacher salaries across the U.S.:

Payscale.com: $49,073
Glassdoor.com: $46,949
ZipRecruiter.com: $44,138
Comparably.com: $57,344
Salary.com: $57,337

According to the BLS, the overall employment of industrial arts and technical education teachers is projected to show
little or no change from 2018 to 2028.

As middle and high school students are required to take more academic classes and fewer career and technical
classes, employment growth may be affected. Employment of vocational teachers in postsecondary institutions is projected to
decline, seeing little growth in this industry.

Advantages and disadvantages

Pros:

Inspire curiosity

Help students graduate with skills for real-world employment

Project-based and hands-on teaching
Mentoring students on job and career matters

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TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd
 Bicol University
College of Industrial Technology
Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID 910863351

Sharing the love of a trade

Cons:

Assessment and material preparation

Lower salary compared to other career options
Usually necessary to have prior work experience before teaching particular trades
Below-average job growth
Some programs are underfunded and undervalued

Professional development for industrial arts teachers

Staying current on the latest developments in education and in vocational training are an important aspect of being a
successful industrial arts teacher.

Continuing education
Becoming an industrial arts teacher requires a high level of skill in two areas. First, you must have mastery of the
industrial arts you plan to teach. Second, you must have expertise in teaching itself. No matter how skillful you are as a

improve your abilities as an educator, consider -related field.

For additional information visit and watch the following videos:

https://www.youtube.com/watch?v=fQLIz1h2WAc
https://www.youtube.com/watch?v=sOX5lLafrYI

References:

Industrial Art and Technology Department, Merrillville High School. Industrial Art and Technology Overview. Retrieved from
https://in01001403.schoolwires.net/domain/194

Donald, M. (1967). Industrial Arts-A Study of Industry and Technology for Contemporary Man, Retrieved from
https://files.eric.ed.gov/fulltext/ED014561.pdf

https://www.definitions.net/definition/industrial+arts

Pinne, C. (1977). The Role of Industrial Arts in Career Education. North Texas State University, Denton, Texas, Retrieved from
https://digital.library.unt.edu/ark:/67531/metadc503876/m2/1/high_res_d/1002772770-Pinnell.pdf

Dawson, K. (1965). Industrial Arts and the World of Work.Association for Supervision and Curriculum, Retrieved from
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196501_dawson.pdf

Bruens, R. (2020). Industrial Arts Teacher: Career Information for Educators, Retrieved from
https://resilienteducator.com/teaching-careers/industrial-arts-teacher/
Prepared by:

ROMNICK D. APIN, MAIE

Subject Facilitator
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TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd
 Bicol University
College of Industrial Technology
Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID
910863351

Name of student: Jezel B. Venus

Course and Block: BTVTEd 3A

Lesson 1. INDUSTRIAL ARTS (a Review)

Activity 1. Answer the following question/s or statement/s comprehensively and provides attachment/s
being ask in every item Minimum of 2 and maximum of 3 paragraphs is enough.

1. Reflect on the overview of Industrial Arts from the early age up to present situation. Share your
personal thoughts on how industrial arts play significant role in the contemporary world. Attach visual
presentation (it can be downloaded from the net or your captured photo/s within your locality) to support
the text.

In my reflection on the overview of Industrial arts , I

have gained my clarities on the underlying concepts
of the program, as well as its competency aspects ,
historical development, and whereabouts that gave
me the sense of security and sense of
belongingness realizing that the program helps you
develop your dispositions and skills, to perform
multitasking from installing to repairing, and never
goes out of the context. It made me feel that this
program is a hope because it is anchored on the
21st century demanded aspect, like problem
https://lh3.googleuserconte solving-where IA involves the knowing of its
nt.com/proxy/WXKiVeZUk concepts and how it is repaired. Because of this, it
ARTYN1V4lL9LoctmkXoFr has contributed to my journey to learn other things
more than my specified area, plus, the world is
_EBbSN7QFg__Hvo7pqd_Atjw surrounded by machines and there is a need for a
VNY6l66nqanxFF1DXNgqnA7Q specific person to support the responsibilities of the
opb8RACPAXo75nmxUeERWW1g job which IA has, and has increased my insights to
the choices of my career. However, the different
educational system has bothered me towards its
significance to the current world. Training approach
really varies depending on the level of support given
to the institution which I have been experiencing.
But thinking that nothing is impossible in achieving
your dreams, you can be competent with
perseverance and strong will. It just reminded me
the people who succeeded in life with their skills and
used as their investment to success. Well this is
what industrial arts has pointed me, that
fundamentals are lifelong skill that sourced your
disposition to fill or perform job responsibilities, or

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TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd
 Bicol University
College of Industrial Technology
Technical-Vocational Teacher Education Department
East Campus, Legazpi City
ISO 9001:2015
TÜV Rheinland ID
910863351

even at home on the simple repairs, or carryout

tasks. If you have disposition, and a skilled one, you
will survive the industry era.

Now I conclude that industrial arts are so important,

why it was included in every educational institution
and why it never goes out of the context. In short, it
will be a training ground for me as a future
preference, especially in crucial work. It made me
realize that you should not just stick to one area and
that you should be flexible like able to know and to
solve problems because as we go further, the world
gets more complicated, and the needed skills for is
under problem solving category. But with hard work
and dedication, one will be able to keep up with the
job description in the modern age. Regarding as an
Industrial art driven student, I just need to render my
effort and dig more my potentials to be competent
and be relevant to the changes in the world.

2. As would be industrial arts/ career and technical education teacher, what will be your preparations for
you to be considered as competent in the craft? Create an illustration (either manually or digitally
developed) on how you will equip yourself and support it with brief discussion.

For me to be competent in the craft, I will render most

of my trainings under hands-on practice, because
through manipulation, I can gain better ways to infuse
learning while working with my self-exploration, trial
and errors, and on hand experience. It will be a hard
time for me to learn just with my imagination and if

to attend skill-based training workshops because it will

give me the opportunity to encounter vast learnings
because in workshops, some of your questions be
https://sweda.org/wp-
content/uploads/2019/03/industrial- answered by the experts, and you can learn too from
maintenance.jpg their shared experiences and be sourced as
motivation.

a reference

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TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS I BTVTEd