Design is not getting the attention it deserves in industrial arts, at a time when designed products are everywhere. Design is creative problem-solving to meet a specific need. Integrating design concepts into the industrial arts curriculum is not difficult; the author explains how to do it. (AJ)

Because of aesthetic and technical demands, the industrial arts department is often the natural home for teaching film-making and film-study; a wide variety of resources are available to help the industrial arts teacher prepare himself well to be on the leading edge of the fastest-spreading curricular change. (AJ)

The author identifies seven basic steps that can be considered in dealing objectively with classroom problems. He argues that using this research method to resolve classroom problems is one of the best tools available to enhance problem-solving opportunities for both industrial arts instructors and students. (SSH)

The author's discussion centers on the need to reassess the values of industrial arts, noting that the primary task should be teaching students to use tools and machines safely and effectively; to repair, select, and care for industrial goods; and to test their self-concepts. (Editor/TA)

A process based on a systems analysis approach to tasks is proposed for developing a curriculum for the study of plastics. The process may be used with any subject area, at any grade level, to validate the concepts selected, the performance objective developed, the time allotted, and the teaching strategies selected. (AG)

A problem-solving model for teaching industrial technology values and value judgments in industrial arts classes is presented, with an example of a curriculum plan format to include the values level in teaching graphic arts. Values clarification techniques are intended to help students in solving life problems. (MF)