Perry Meridian High School - Passages Yearbook (Indianapolis, IN)

Page 154 text:

Eric Williams ' 86 and Phil Smith ' 85 work together by using hand planes in class. Mark Roark ' 87 and Tim Patterson ' 86 measure some wood for a project in woods. Industrial Arts Sets up Shop 66 Industrial arts courses were aimed at teaching students about the materials, processes, and products engaged in our current industrial complex. The modem world was largely dependent upon science, in- vention, and skill. The education of every student, still, was incomplete without the understandings, con- cepts, and appreciations regarding our industry for knowledge for the future. A tig welder, used for welding metals like alumimmi, was a new piece of equipment used by the Metals III classes. Other new pieces in the department included such elec- tronic instnmients as testing equip- ment and computer moniters. The industrial arts department was divided into seven learning fields: drafting, electricity-electronics, graphic arts, metals, power mechanics, sjmthetics, and woods. Drafting classes participated in pic- torial, multiview, plate, and architec- tiural drawings. It studied from the basic imderstandings and skills in drafting to the complex knowledge of building construction by drawing floor plans, plot plans, elevations, construction details, and a pictorial presentation in residential buildings of the students ' own design and plan- ning. Electricity-electronics dealt with fundamental electrical circuits and specific applications of electronic equipment. The graphic arts area studied about printing and photography. Metals dealt with aspects that ranged from basic sheet metals to welding and the popular machine shops. Power mechanics studied eng ines and associated con- cepts. Synthetics had to do with the learning about modem material for a modem world. Learning how to use wood and getting special information on certain types of woods was what the woods classes were involved with. Mr. William VanHandel, print ing and synthetics teacher, said, My printing classes participated in many projects; they made notepads, all of Perry ' s passes, thank-you letters, and business cards. Mr. John Stroud, who taught all of the metals courses, mentioned, I thought that the departments ' area of metals had high shoulders over other Indiana high schools. The enrollment of industrial arts classes had gone down. Mr. Glenn Adams, electricity-electronics teacher, stated, I did not believe freshmen imderstood what industrial arts courses had to offer. It was not just a ' shop ' class. Mr. Stroud said, Most students enrolled in academic courses. What they forgot was that somebody had to build these machines and other people had to repair them. Rob Satterfleld ' 84, Van Jones ' 85 talked about the industrial arts courses that they took. Lee, who took Metals II, indicated, We learn- ed about how to cast a mold, sand- blasting, working with machines, and forging hot metal. After the reqtiired project of five bolts, the student did project of his choice. Rob, who took Woods II inquired enthusiastically, We got great experience for the future. Van, who took Power Mechanics II liked it because students were able to tear down an engine and put it back together. 150 INDUSTRIAL ARTS

Page 153 text:

relevancy in teaching and more hands-on projects. The home economics department received many new appUances from the IndianapoUs Power Light Com- pany. Ranges, refrigerator- freezers, washers, dryers, and microwave ovens were some of the apphances used. A television with a video cassette recorder was used for the first time. Several ideas for the department were being considered for futiue years. One of them was the purchas- ing of a computer. Mrs. Smith said, Even though we have had new equip- ment, we needed computers to keep up with the times. Computers would be used to evaluate diet, menus, wardrobes, and other important aspects. Cathy Schueth ' 84 said, The home economics courses I took dealt with my social Ufe and how to handle tough problems. The were so dif- ferent as compared with my other classes. It was a nice break in the day. One of the classes she took was marriage and family relations. It studied about personahties, and how to handle differences in other people, and knowing how to handle other people ' s conflicts. She said she took the class because it studied about kids, what to expect from them, and how to handle them. The class had a family counselor come in and inform them of what to expect in marriage, having a family, and holding a job. The child development course taught how to plan a family and how to deal with the personalities of children. The class also participated in open group sessions where students share their experiences. The program Footsteps was part of this course. It dealt with family problems, children, and other topics. After be- ing in this program, students felt more prepared to have and raise a family. The class invited Mrs. Kohls, a nurse at Perry, to come and talk about immtmizations. She informed the class about all the immtmizations they should have had. Students in the Home Economics Department learned about family crises like drugs, death, and pregnan- cy. The learned about nutrition, food planning and preparation, social customs, and preparing creative foods. They investigated how to use unit pricing, the labels on the shelves of the grocery store that told how much a certain product costs per pound. Students learned about various types of diets, money management, and how to care for equipment and fvimishings. Child development, foods and nutrition, and marriage and family relations were popular courses. Child development was goaled to help the students realize the responsibilities of being a parent for the care and training of children. It helped to gain an understanding of the child as it developed physically, psychological- ly, and socially from birth to maturi- ty. The classes worked in a day care center. Foods and nutrition was designed to help students choose their food constmiption to meet their nutritional needs. It studied the plan- ning, preparing, and serving of meals for aU quantities of crowds. There was much time experiencing these principles. Family relations made one understand himself and others better. It also dealt with marriages, and crises that struck the family. The home economics department gave students everlasting ex- periences that help in the future • when they have had a family of their own. It guided many students into having a home sweet home. While concentrating on drying a used bowl, Sandy Mennel ' 84 talks to her teacher. Mark Miller ' 84 measures the right amount of water to add to his muffin mixture . HOME EC 149

Page 155 text:

The industrial arts department wanted computers so they could do more accurate work. Mr. Ambum said, We would have had to train the students to use the computers, but later, the computers will show how they relate to industry. Mr. Adams stated, We needed to explore what computers could do for the department or a specific class. Industrial arts had a wide variety of interesting courses from which the student could have chosen. Most students were enthusiastic about the ' courses in the woods field because it was a familiar area. It had been one of the older and more traditional areas of study in the department. It gave students a chance to construct wood projects and have hands-on ex- perience. Power mechanics was a weU-known course because students got to work with various tjrpes of engines, including the lawimiower and motorcycle. A newer course, syn- thetics, was an introductory course that consisted of the learning of the past, growth, and future of the plastic industry. House wiring generated some electricity, too. It studied a- bout general knowledge of wiring techniques. Laboratory experiences helped the students in their kno wledge of wiring and electricity. Architectural drawing was a favorite for those students wishing to be draftsmen. Mr. Hickman said, Everyone should have taken it because they all will be looking in the market for a house later ui life. The computers would be used for designing purposes. Drafting would be the main course to use them although all courses would have a lit- tle bit to do with them, stated Mr. Stroud. He added that graphic typesetting would be a project that they would do, and some software would be used on the computers. He said, The computers wiU have helped students, teachers, and those who have trouble with mathematics because they could be used as a tutoring aid from basic algebraic steps to simple math steps. We could even use them for records of inven- tory and the department budget. He continued on a different subject, We coiild also make circuit boards which fit into a computer and make extra ROM (Read Only Memory) chips. Mr. Adams said, I was probably the only house wiring teacher in In- diana that taught it tmvocationaUy because we did different things with television, radio, and other electrical devices. INDUSTRIAL ARTS 151 ..