Republic of the Philippines

ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY

Leon Campus, Leon Iloilo

I. INTRODUCTION IN INDUSTRIAL ARTS

OBJECTIVES:
1. Definite and recite the meaning of Industrial Arts
2. Restate the history of Industrial Arts
3. Describe the purpose, demands, and benefits of Industrial Arts
4. List and differentiate the various courses in Industrial Arts Track

INDUSTRIAL ARTS

Industrial arts is an educational program which features fabrication of objects in wood or

metal using a variety of hand, power, or machine tools [1].

Industrial arts a subject taught in elementary and secondary schools that aims at developing
manual skill and familiarity with tools and machines[2].

Industrial Arts is commonly referred to as Technology Education.

Technology education is the study of technology, in

which students "learn about the processes and knowledge
related to technology"[3].

It may include small

 Automotive
 Carpentry
 Construction Painting
 Refrigeration and Air-condition
 Driving
 Electrical Installation and Maintenance
 Motorcycle/Small Engine Servicing
 Electronic Products Assembly and Servicing

Activity 1-A:

Option 1:
Rewrite the meaning of Industrial Arts using your own definition. Post your answer using
you FB Class Page.
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Option 2:
Using your video recorder, recite the meaning of industrial arts and PM your recorded
video clip (limit your video to 35 seconds)

HISTORY OF INDUSTRIAL ARTS

Consider the past and you shall know the future!
-Chinese Proverbs
Popular Names Associated with The Discipline of Technology Education Included:
1. Manual Training: 1870’s
2. Manual Arts: 1890’s
3. Industrial Arts: early 1900’s to 1990’s
4. Technology Education: -- Mid 1980’s to Present
 In 1939, the American Industrial Arts Association (AIAA) was founded. Today, it is
known as the International Technology & Engineering Educators Association (ITEEA).

The International Technology and Engineering Educators Association (ITEEA,

formerly ITEA) is an organization devoted to improving technology
education and engineering through the use of technology, innovation,
design, and engineering experiences at the K-12 school levels. It
represents over 35,000 technology educators throughout the world. It
has members in over 45 countries, most of whom are in North
America. The organization seeks to advance technological capabilities
for all people and to promote professionalism of those engaged in
these pursuits [4].

The paper titled “A Curriculum to Reflect Technology” was

published in 1947. With these contents power, transportation,
manufacturing, construction, communication and management.

“Industrial Arts as a general and fundamental school subject in a

The first journal publish by AIAA in
1942
free society is concerned with providing experiences that will help
persons of all ages and both sexes to profit by the
TECHNOLOGY, because all are involved as consumers, many as
producers, and there are countless recreational opportunities for
all".
-- William E. Warner (1947)

1950s- The Maryland Plan

A Study of Technology and Industry with their
Implications for Man and Society. -- 1970 Pamphlet

1964-Technology: An Intellectual Discipline

-- Paul DeVore

Educate the youth of today for a culture dominated by

TECHNOLOGY.

Late 1960’s -The Industrial Arts Curriculum Project – IACP -- Don Lux and Willis Ray

Development of an in-depth rationale and structure for a body of knowledge called

Industrial Technology.

In the 1950 and 60s, students enrolled in Industrial

Arts, learned how to “safely” use power and hand tools to
make projects.

1978 – 1981-Standards Project

-- Virginia Polytechnic Institute
10 Standards developed to evaluate Industrial Arts
Programs
3 additional guides dealing with: Student Associations,
Sex Equity & Special Needs

10 Standard Topics Used to Evaluate Industrial Arts

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 Programs:
1. Philosophy
2. Instructional Program
3. Student Populations Served
4. Instructional Staff
5. Administration and Supervision
6. Support Systems
7. Instructional Strategies
8. Public Relations
9. Safety and Health
10. Evaluation Process

1981 - Jackson’s Mill Industrial Arts Curriculum Theory

-- J. Hales & J. Snyder
• Manufacturing
• Construction
• Communication
• Transportation

1990-A Conceptual Framework for Technology Education -- E. Savage & L. Sterry

Technology is a body of knowledge and the application of resources using a systematic
approach(the technological method) to produce outcomes in response to human needs and
wants.

Technological knowledge can be classified as:

• Bio-Related Technology
• Communication Technology
• Production Technology
• Transportation Technology

1994 – 1996-The Technology for All Americans Project

Technology is Human Innovation in Action. It involves the generation of knowledge and

processes to develop systems that solve problems and extend human capabilities

Developed by the ITEA’s Technology for All Americans Project, the Rationale & Structure

provided a new vision for the study of technology. It made a challenge to all concerned to take

action to establish technology education STANDARDS and make technological literacy an

educational priority.

2000-Released in the spring of by the International Technology Education Association

(ITEA) and its Technology for All Americans Project, the Standards for Technological Literacy:

Content for the Study of Technology (STL) were developed to assist curriculum developers as

they develop K-12 technology education curricula [5].

Activity 1-B

Option 1:
Create a slideshow or video clips to summarize the history of educational technology
from Manual Training (at least 25 seconds for video clip and 8 slides for slideshow
presentation).
Option 2:
3
 Summarize the history of industrial arts/educational technology (Not less than 100
words). Post your answer using you FB Class Page.

Purpose, Demands and Benefits of Industrial Arts/Education Technology

PURPOSE

The purpose of industrial arts incorporates societal factors such as technology with
personal career development. A student trained in an 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.

DEMAND

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.

BENEFITS

Industrial arts provides 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 an industrial art such as woodworking[6].

Activity 1-C

Think a community where an Industrial Arts was essentially link to their advancement.
Describe the purpose, demands and benefits of Industrial Arts on their development.

SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK

INDUSTRIAL ARTS [7]

Specialization No. Hours Specialization

1. Automotive Servicing (NC I) 640 hours
Automotive Servicing
2. Automotive Servicing (NC II) 640 hours
(NC I)
3. Carpentry (NC II) 640 hours
4. Carpentry (NC III) 320 hours Carpentry (NC II)
5. Construction Painting (NC II) 160 hours
Domestic Refrigeration and Air-conditioning
6. 640 hours
(DOMRAC) Servicing (NC II)
7. Driving (NC II) 160 hours
8. Electrical Installation and Maintenance (NC II) 640 hours
Electrical Installation
9. Electric Power Distribution Line Construction (NC II) 320 hours and Maintenance (NC
II)
10. Electronic Products Assembly and Servicing (NC II) 640 hours
11. Furniture Making (Finishing) (NC II) 640 hours
Electronic Products
12. Instrumentation and Control Servicing (NC II) 320 hours Assembly and Servicing
(EPAS) (NC II)
Shielded Metal Arc
13. Gas Metal Arc Welding (GMAW) (NC II) 320 hours
Welding (SMAW) (NC II)
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 Shielded Metal Arc
14. Gas Tungsten Arc Welding (GTAW) (NC II) 320 hours Welding (GMAW) (NC
II)
15. Machining (NC I) 640 hours
16. Machining (NC II) 640 hours Machining (NC I)
17. Masonry (NC II) 320 hours
Electronic Products
18. Mechatronics Servicing (NC II) 320 hours Assembly and Servicing
(EPAS) (NC II)
19. Motorcycle/Small Engine Servicing (NC II) 320 hours
20. Plumbing (NC I) 320 hours
21. Plumbing (NC II) 320 hours Plumbing (NC I)
Refrigeration and Air-Conditioning (Packaged Air-
Domestic Refrigeration
Conditioning Unit
22. 640 hours and Air Servicing (NC II)
[PACU]/Commercial Refrigeration Equipment [CRE])
-conditioning (DOMRAC)
Servicing (NC III)
23. Shielded Metal Arc Welding (NC I) 320 hours
Shielded Metal Arc
24. Shielded Metal Arc Welding (NC II) 320 hours
Welding (NC I)
25. Tile Setting (NC II) 320 hours
Electrical Installation
Transmission Line Installation and Maintenance (NC
26. 640 hours and Maintenance (NC
II)
II)

Electronic Products Assembly and Servicing (NC II)

This course deals with using of hand tools such as screw drivers, soldering iron, and long nose,
performs using measuring tool, prepare and interpret diagrams, practice occupational Safety and health
and tools and equipment.

Carpentry (NC II)

This course deals with identification of materials and tools applicable to a specific construction job,
checking and maintaining the condition of tools and equipment, using the appropriate measuring tool,
analyse signs and symbols, apply free hand sketching, and practice occupational safety and health and
safety procedures.

Computer Systems Servicing (NC II)

This course deals with using of hand tools such as screw drivers and long nose, use of cleaning
and Electro-Static Discharge (ESD) Tools, performs using diagnostic tools such as multi-meter,
disassemble and assembly computer unit, perform computer repair and maintenance, practice
occupational Safety and health and tools and equipment.

Activity 1-D

Enumerate and describe at least 3 specialization of TVL-Industrial Arts Track.

References:

[1] “Definition of Industrial Arts,” Wikipedia, 2020. [Online]. Available:

https://en.wikipedia.org/wiki/Industrial_arts. [Accessed: 09-Apr-2020].
[2] “Industrial Arts,” Webster, 2020. [Online]. Available: https://www.merriam-
webster.com/dictionary/industrial arts. [Accessed: 04-Sep-2020].
[3] “Technology Education,” Wikipedia, 2020. [Online]. Available:
https://en.wikipedia.org/wiki/Technology_education. [Accessed: 04-Sep-2020].
[4] “ITEEA,” Wikipedia, 2020. [Online]. Available:
https://en.wikipedia.org/wiki/International_Technology_and_Engineering_Educators_Ass
ociation.
[5] “History of Industrial Arts,” Powershow, 2020. [Online]. Available:
https://www.powershow.com/search/presentations/ppt/industrial_arts.
[6] “Industrial Arts,” Slide Share, 2020. [Online]. Available: www.slideshare.com.
[7] “Carpentry,” K to 12 Basic Educ. Curric. Technol. Livelihood Educ. Learn. Modul. , vol. 1,

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no. 1, pp. 46–46, 2020.