Some considerations in making an art-crafts program for the elementary school grades of Syria and Lebanon. (c1955)

LAUR Repository

Show simple item record

dc.contributor.author Barakat, Zouheira Behjet
dc.date.accessioned 2012-07-10T08:32:29Z
dc.date.available 2012-07-10T08:32:29Z
dc.date.copyright 1955 en_US
dc.date.issued 2012-07-10
dc.date.submitted 1955-06
dc.identifier.uri http://hdl.handle.net/10725/1194
dc.description Includes bibliographical references (p. 1-8). en_US
dc.description.abstract Art-Crafts have a wide philosophy which deals with every point of life. From the simple scribbling of a child, an adult can and must analyse the insight of this child, therefore help him. Art-crafts are the expressive languages of feelings, of creating, or sensing of our beings. They are the language of the populations from generation to generation. They are of every kind of concept and ideal. Therefore, art-Crafts must be introduced in every school, to every grade, without any exception. The art craft teacher should be especially educated and trained and able to take responsibility. To be able to deal adequately and wisely with the children, she must know child and educational philosophy. From the Kindergarten to the third grade, art-crafts may be taught by the class teacher, because their program is not complicated. The fourth grade and up must have specially trained teachers, because their program is more complex. The teacher's method should fit the class level. Never give difficult things beyond the pupils' ability, nor very easy things which will not help the development 0 f their creativity, one of the most important parts of personality to be developed. The teacher should only explain and state the problem, never work directly on the pupil's project. The teacher has to understand every child' problems, to be able to help him and act with him as she should. Every child differs from the other. These differences are the results of so many factors, that it is impossible to enumerate them all. The princip8.1 factors are environment with all its social, economic status, religious influences, families' education and status, intelligence levels and abilities, mental capacity creativity, feelings, sensitiveness, aptitude levels, physical factors. The average child passes through many levels of artistic development. The teacher should be aware 0 f these stages, and deal with each according to his needs. An art-craft elementary curriculum includes in a more condensed and e8.sy way all the art-crafts subjects that the adult can make. Fro m the Kindergarten to the second grade; paper art-crafts, novelty art-crafts, ceramic art-crafts, textile art-crafts, wood art-crafts, graphic art-crafts, lettering, drawing and painting are included in the program in a gradual way. From the third to the sixth grade, the same subjects are used with leather art-crafts added. Metal art-crafts is added only in the sixth grade because of its difficulty and dangerous tools. en_US
dc.language.iso en en_US
dc.subject Handicraft en_US
dc.title Some considerations in making an art-crafts program for the elementary school grades of Syria and Lebanon. (c1955) en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.school Arts and Sciences en_US
dc.author.woa RA en_US
dc.description.physdesc 1 bound copy: 89, [25] p.; 28 cm. Available at RNL. en_US
dc.author.division Comparative Literature en_US
dc.author.advisor Mrs. Francis M. Roberts
dc.identifier.doi https://doi.org/10.26756/th.1955.1 en_US
dc.publisher.institution Lebanese American University en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search LAUR

Advanced Search


My Account