You are on page 1of 38

Course Title:


( THE 908 )
Course Content:
Definition of Industrial Arts
History and Types of Industrial Arts
(World and Philippine Setting)
1. Definition of Industrial Arts

2. History and Types of Industrial Arts

(World and Philippine Setting)

Reporter: Maricris Y. Carlos

Definition of Industrial Arts
Bonser and Mossman, 1923

Industrial arts is a study of the

changes made by man in the
forms of materials to increase
their values, and of the
problems of life related to these
Wilber, 1948
Industrial Arts:

those phases of general education which

deal with industry - its organization,
materials, occupations, processes, and
products - and with the problems of life
resulting from the industrial and
technological nature of society
Maley, 1973
...those phases of general education
which deal with technology, its
evolution, utilization, and significance;
with industry, its organization, materials,
occupations, processes, and products;
and with the problems and benefits
resulting from the technological nature
of society.
Jacksons Mill, 1981

Industrial Arts is a comprehensive

educational program concerned with
technology, its evolution, utilization,
and significance; with industry, its
organization, personnel, systems,
techniques, resources, and products;
and their social/cultural impact.
(Snyder and Hales, n.d)
What is Industrial Arts?

The practical arts, such as

engineering, metalworking or

The teaching of the knowledge and

skills needed to work with tools and
1. Definition of Industrial Arts

2. History and Types of Industrial Arts

(World and Philippine Setting)
History of Industrial Arts
For thousands of years, goods were made by hand. But around 250
years ago, a new machine was invented in England. It was called the
Spinning Jenny. The Jenny was created to speed up the way yarn was
made. One machine, the Spinning Jenny, could spin as fast as 8
workers. There were soon machines for weaving as well. These
machines ran on running water. They had to be located near a stream
to use them. Then the steam engine was invented. And everything
changed. The steam engine could run other machines anywhere.
Suddenly, there were so many new inventions! The use of machines
spread to other industries besides spinning and weaving. The use of
machines spread to other countries as well. There was an explosion of
new machines and new ways of doing things. This time period in
history is called the Industrial Revolution. There were many good
things and many bad things about the Industrial Revolution.
The Good: Manufactured goods could be made more cheaply by machine than by hand. This allowed people
to buy goods they could never afford before. Many of the comforts we enjoy today are dependant upon
machines, for example machines that generate electricity.
The Bad: Many people were put out of work and replaced with machines. Most people who still had jobs
could no longer, for the most part, work at home. They had to work in a factory and oversee the machines,
machines that did not allow for creatively. Poorly built factories sprang up quickly, and tenement houses were
built near them or attached to them for the workers.
The Ugly: The tenements were over crowded. Many were fire traps. Some adults complained and refused to
work under these conditions. Rather than change the conditions, factory owners began to hire children,
sometimes very young children, some as young as four years old. It was cheaper than hiring adults. Children
worked 12-14 hours a day under dangerous conditions. Some were mistreated or whipped if they fell behind in
their work.
Almost everything we have had to be invented. Some inventions are very old like the wheel or the bow and
arrow. Sometimes two inventors invented the same thing at the same time. Almost every invention is improved
over and over until sometimes it evolves into a different invention entirely! So there is nothing new about
invention. What was new or different about the time period in history that we call "The Industrial Revolution"
was that a whole bunch of new inventions were built at about the same time with a common goal - that being
to replace a large number of workers with a machine so that goods could be made more rapidly.
Very few people would wish to return to the way things were before the Industrial Revolution, but many new
laws had to be enacted and enforced to remove the bad and the ugly, and leave the good. That took time.

Industrial Arts is an educational program
which features fabrication of objects in wood or
metal using a variety of hand, power, or
machine tools. It may include small engine
repair and automobile maintenance, and all
programs usually cover technical drawing as
part of the curricula. As an educational
term, industrial arts dates from 1904 when
Charles R. Richards of Teachers College,
Columbia University, New York suggested it to
replace manual training.
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.
In Victoria (VIC, Australia) Industrial Arts is
still a key part of the high school curriculum.
The term now describes a key study
of technology that focuses on both
engineering and industrial technologies.
Additionally, design using the
aforementioned technologies is now a key
part of the Industrial Arts curriculum and has
been since the mid-1980s when Technics
was introduced into Victorian high schools.
One of the most important aspects of
Industrial Arts is still that while students
design they ultimately realize a solution;
learning the challenges involved with
working with materials and also the
challenges of small scale project
Some universities have doctoral
programs in the Industrial Arts.
Before the 1990s, high school industrial arts courses were
often labeled "shop classes." With the ever-growing demands
associated with technology, careers in industrial arts have
evolved into more complex, computer-oriented occupations.
Even though basic tools and machinery are still part of
industrial arts, modern careers are more dependent on
electronics, robotics and computer software. Industrial arts
careers in welding and woodworking still exist, but most
contemporary careers in this industry require computer
knowledge and advanced technological skills.
Industrial arts began as early as
prehistoric times when human beings
first developed tools, according to the
Journal of Technology Education.
Formal instruction for industrial arts
arose during the late 1800s and
consisted of manual training for trades
in manufacturing.
Industrial arts education became
popular in the 1900s as an alternative
for students seeking to learn a trade.
Known as vocational school, the
purpose of industrial arts classes
included teaching students specific
skills such as automobile repair or
furniture design. Today, the meaning of
industrial arts encompasses a wide
variety of technical specialties
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
Technical Education Courses
Agricultural arts
Business and distributive
Fishery arts
Industrial arts
Homemaking arts
Technology and Livelihood Education (or TLE) is one of
the learning areas of the Secondary Education Curriculum
used in Philippine secondary schools. As a subject in high
school, its component areas are: Home Economics, Agri-
Fishery Arts, Industrial Arts, and Information and
Communication Technology.
TLE is also referred to as CP-TLE for Career Pathways in
Technology and Livelihood Education. The 2010
Secondary Education Curriculum allocates 240 minutes per
week for CP-TLE, which is equivalent to 1.2 units. However,
CP-TLE is required to include practical work experience in the
community, which may extend beyond its specified school
The Technical-Vocational Education-based TLE is focused on technical skills
development in any area. Five common competencies, based on the training
regulations of the Technical Education and Skills Development Authority (TESDA),
are covered in the exploratory phase (Grades 7 and 8): mensuration and
calculation, technical drafting, use of tools and equipment, maintenance of tools
and equipment, and occupational health and safety. The specialization phase is
from Grades 9 to 12.
The Entrepreneurship Education-based TLE is focused on the learning of some
livelihood skills every quarter, so that the student may be equipped to start a small
household enterprise with family members. It covers three domains: Personal
Entrepreneurial Competencies, Market and Environment, and Process and
Delivery. The five common competencies from TESDA are integrated in the
Process and Delivery domain.