Indiana University of Pennsylvania - Oak Yearbook / INSTANO Yearbook (Indiana, PA)

Page 26 text:

Home Economics A. PAULINE SANDERS Director of Department The Home Economics Department is based upon the recognition of social problems and the desirability of solving them in a natural habitat. Such practical ap- proaches as care of young children, making and remodel- ing of clothes, experience in actual home management, and training in human relations form important phases of the curriculum. The addition of music and art appreciation to the core curriculum offers opportunity for rounding out of interests. One departmental project of value to the school is the lunchroom management course, which provided com- muters and town students with excellent cafeteria lunches. Among other changes in the department was the initial inclusion of boys ; two of the two hundred twenty- eight regular students were freshman boys. Other changes included the study of textiles as a separate course with emphasis on testing fibres and fab- rics and stress on child studv through added classes in the Nursery School. Tap: Wills, Moss, Rose, Lappen, Wixson Left: Alden, Oxicy, Sanders, Mcrriman 22

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Alus c Education IRVING CHEYETTE Dtrft ' tur of Dt ' iutrtincrit Rcct) t n i t i (.)ii i)t imisic as tunda- nicnral in the educational program em- phasizes to superintendents and school boards the importance of selectint; a music teacher of st on character and personality, soundly ileveloped mu- sicianship, and a broad educational outlook. The College has the faculf - ami equipment to offer every phase of preparation and development of music teachers and supervisors. The curriculum is desii ned to i;ive opportunity for intensive preparation in musical content and skills. Con- tinuous study of voice, piano, orches- tral and band instruments is required in a scries of musical, cultural, and professional courses. Since class instruction predominates in the teachint; of public school music, it is imperative that prospective music teachers become familiar with the technique of class management; the psychology of class teaching; the materials available for teaching voice, piano, and orchestral and band instru- ments, for all of which the Music Education Department has provided adequate and well-trained instruction. Seated: Muldowncv, M.irlin Standing: Litzingcr, Dunlap, Bcclar, Hughes, Canficid Top, Seated: Borgc, Chcycitc, Lowman, Prutzman Standing,: Stin, Rcmlcv, Rccd, Rcmsbcrg Center: Clarinet Class Bottom: Harmonv Class 21

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Secondary Education Elementary Education RALPH E. HElGliS Director of Secondary Education JANE L. McGRATH LILLIAN L McLEAN Director of Klcmeiitary Kd Assistant Director of Elementary E J, This year the Department of Secondary Education was ors anized as a separate en- tity, hrintriny the various academic sub- jects toi ether under the supervision of Ralph Heiges as Director. The enrolhiient of men exceeds that of women two to one. Hence, many Var sity I men receive degrees from this division of the College. Graduates of recent years forced to look beyond the teaching profes- sion for positions are now placed in indus- try, trade, and government service. The advisory system has been reorgan- ized with emphasis placed on the lield of major interest. However, two fields of cer- tification are required for graduation. As an aid to advisory work, profile charts based on standardized tests have been con- structed. Plans have been laid for a Division of Foreign Languages. This will enable the Laboratory School to enlarge its offerings as additional years are included. An Ap- plication Clinic for Seniors proved profit- able in preparation for approaches towards positions. The climax of activities came on April 20 when John W. Studebaker, United States Commissioner of Education was the principal speaker at a conference consider- ing the Curriculum of the Secondary Schools. The Elcmentarv Department contains young men and women who enter college to make a study of education from kinder- garten through the first six years. The en- rollment for 1939 40 numbered three hun- dred sixty-six. The first two years are planned to afford a broad culture in subject matter as well as growth in character. The last two years provide for a continuance of this broad culture while working toward the devel- opment of educational techniques. Observation of pupils and demonstra- tion lessons of various units orient the stu- dents into teaching problems very early in their courses. Student teaching under su- pervision of teachers prepared for this work is required in the senior year. At the conclusion of four vears ' preparation, a B.S. degree is granted to those who have qualified. Social life, both formal and informal, is carefully planned so that the students may enjoy participation in civic and social affairs of their communities. After four years these students seek posi- tions in the schools of Pennsylvania. The placement percentage is gratifyingly high. 23