Chapter III. PHYSICAL ASPECTS OF THE ART PROGRAM


HOW CAN WE MAKE THE MOST OF INADEQUATE CLASSROOM SPACE?


CLASS ROOM SPACE


Stationary desks that are much too
small for art work are often one of
our greatest handicaps in the aver-
age classroom. This can be over-
come by using beaver board or cor-
rugated boxes. Cut boards 18 x 14
inches or larger. Place the long end
over front of desk. Mark the card-
board and slit it so that it will slip
over the raised part of the desk.
This will hold it in place and chil-
dren will now have a working
space for larger paper and a place
for paint pans. Often the child will
stand in the aisle to work.


Desk or table easels may be made
by using drawing boards or heavy
cardboards.
 Bore two holes in top corners of
two drawing boards and tie togeth-
er with light rope. Two small strips
(18 x i x y2 inches) with one hole
bored at each end will slip over
nails on the bottom edges of both
drawing boards and will serve as a
brace for the easel.
 If there are no drawing boards,
beaver board, celotex, plywood, or
materials may be used.


Blackboards may be used as shown in diagram 3. (i) Use clothes
pins and put paper on large corrugated boards. Stand on black-
board ledge. Use newspapers on floor for protection. (2) Scotch
tape large papers to the blackboard. Let the children work with
paints or colored chalks.



 61


Work
Space


Desk
Easels


Black-
board as
Work
Space