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The guide provides a seasonal outline for Volume III (May 1950–April 1951), then details September 1950 activities including clay modeling, its educational value, symbolic meaning, and classroom purpose, with technique and materials guidance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/religion-spirituality/","Religion & 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Christian,product of Christian education,is thesupernatural man who thinks,judges and acts constantly andconsistently in accordance with right reason illumined by thesupernatural light of the example and teaching of Christ;inother words,to wse the current term,the true and finishedman of character.Pius XI on Christian Education of Youth  \nThe scope and aim of Christian education,as set forth by Pius XI,cannot beattained by neglecting or minimizing the importance of any one of the funda-mental elements in man's total education,be it religious,intellectual,moralor aesthetic.We are forced to admit that aesthetic education has received theleast consideration in most elementary curricula.  \nAesthetic education is twofold.It must be concerned with the formationof appreciation and also with artistic production.Both as a judge of the beautyof things already made—natural things as well as artificial—and as a makerof beautiful things,each child should receive the training needed to develop allhis powers harmoniously,and should be introduced to his rich cultural heritage.Art education is,therefore,a sine qua non of Catholic education.  \nTo fulfill our obligation as teachers,it is not enough to adopt a secularcourse of study in art and add to it subject matter which is specifically Christian.Nor is it sufficient to adopt a text which is printed as a “Catholic edition”orone which is graced with a \"Catholic supplement.\"According to the spiritand letter of our Holy Father,\"...it is necessary that all teaching and thewhole organization of the school,and its teachers,syllabus,and textbooksin every branch,be regulated by the Christian spirit.\"  \nIt is not merely because religion is taught in our schools that they arecalled Catholic;and in like manner it is not merely because Christian subjectmatter is added to a course of study that it may be called Christian.Religionmust be the foundation of all education,and the Christian spirit must pervadenot only subject matter but purposes,techniques and use of materials as wellIt is only thus that we can hope to realize the aim of Catholic education.  \nOUTLINE  \nVOLUME III  \nMay 1950一April 1951  \nMAY,1950  \n\n| Editorial,Outline and Bibliography   |  |\n| --- | --- |\n| Techniques  \u003Cbr>SEPTEMBER,1950  \u003Cbr>Clay modeling,  \u003Cbr>with hints on proper handling of  \u003Cbr>plastic materials   | Suggested Subject Matter  \u003Cbr>Scenes correlated with social studies,sand  \u003Cbr>table projects,objects to be used as gifts:  \u003Cbr>paper weights,tea tiles,ash trays,letter  \u003Cbr>holders,etc.   |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n| OcTOBER,1950  \u003Cbr>Design,  \u003Cbr>with suggestions for using autumn  \u003Cbr>leaves for design purposes   | Exhibit of pressed autumn leaves,designs  \u003Cbr>for book jackets,booklet covers,border  \u003Cbr>designs,etc.   |\n|  |  |\n| NOVEMBER,1950  \u003Cbr>Making mittens,  \u003Cbr>with emphasis on designing and  \u003Cbr>embroidering   | Designs for mittens,aprons,scarfs,head  \u003Cbr>scarfs,guest towels,place mats,booklet  \u003Cbr>covers,party hats,plates and favors.   |\n|  |  |\n| DECEMBER,1950  \u003Cbr>Planning symbols,  \u003Cbr>with suggestions for cut paper and  \u003Cbr>spatter work   | Study of liturgical symbols,symbols for  \u003Cbr>each of the Sundays of Advent,for the “O”  \u003Cbr>antiphons,for Christmas cards,etc.   |\n| JANUARY,1951  \u003Cbr>Linoleum block printing,  \u003Cbr>with emphasis on beginners'prob-  \u003Cbr>lems,tools and techniques   | Illustrations for the school paper,greeting  \u003Cbr>cards,calendars,letter heads,school seals  \u003Cbr>and emblems,book plates,book marks,etc.   |\n|  |  |\n|  |  |\n| FEBRUARY,1951  \u003Cbr>Making puppets,  \u003Cbr>with suggestions for making them  \u003Cbr>with spools,cloth,sawdust and pa-  \u003Cbr>pier maché   | Puppets for dramatizing fairy tales,chil-  \u003Cbr>dren's original stories,book characters in  \u003Cbr>action,etc.   |\n|  |  |\n| MARCH,1951  \u003Cbr>Lettering,  \u003Cbr>with emphasis on proper spacing and  \u003Cbr>relative sizes of letters   | Letteri","cbCairocdUAFnrBy","https://ap.wps.com/l/cbCairocdUAFnrBy","pdf",1866765,28,"English","# OUTLINE\n## VOLUME III\n## MAY, 1950 - APRIL, 1951\n## MAY 1950\n## SEPTEMBER, 1950\n## OCTOBER, 1950\n## NOVEMBER, 1950\n## DECEMBER, 1950\n## JANUARY, 1951\n## FEBRUARY, 1951\n## MARCH, 1951\n## APRIL, 1951\n# THE CATHOLIC ELEMENTARY ART GUIDE\n## CLAY MODELING\n## PURPOSE\n## TECHNIQUE","[{\"question\":\"Why does the guide emphasize aesthetic education in Catholic elementary curricula?\",\"answer\":\"It argues that most elementary art programs neglect aesthetic education, which should include both forming appreciation and enabling artistic production.\"},{\"question\":\"What does the guide say Catholic art education must be rooted in?\",\"answer\":\"Religion must be the foundation of all education, and the Christian spirit should pervade not only subject matter but also purposes, techniques, and the use of materials.\"},{\"question\":\"What is the stated purpose of the clay modeling activities?\",\"answer\":\"To make clay figures and objects for gifts, sand table projects, or dioramas.\"}]","THE CATHOLIC ELEMENTARY ART GUIDE - Volume III - May 1950 | PDF",1790622024,71]