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28 The AudioVisual Handbook
(a) Develop the need for making the journey during class discussion or group activity.
(b) Have pupils fix definitely the aim or purpose of the journey.
(c) Teacher preparation involves familiarity with place, route, features, and necessary reference material.
(d) Pupil preparation includes: Equipment — notebook, field glasses, proper clothing, etc.
Sixth Step — Instruction en route and the lesson.
(a) On the way — pupils alert, cultivating keen observation, at times noting and listing things seen ; teacher should be a counselor and guide.
(b) At the place — the definite lesson; pupils utilizing initiative, self-activity, observation; teacher guiding the organization of pupil observations.
(c) The return— pupils exchanging ideas, freely discussing experiences, asking questions, etc. Reports from pupils. Discussion of reports; questions by pupils and teacher; evaluating reports. Co-ordinating the work.
Seventh Step — appraising the lesson as to:
(a) Teaching values; enriching and vitalizing; motivating; socializing.
(b) Constructive influence on pupils' appreciations, attitudes, habits, skills.
5. The location of the school will determine the nature of the trips and excursions which may be taken.
(a) School journeys possible in rural communities:
Wild flowers. The work of running water.
Insects. Earth features and earth forces.
Birds. Vegetable and animal life.
The action of frost. Country industries.
(b) School journeys possible in cities: Manufacturing industries. Commerce.
Physiological features observable in parks and in the community. Human phases of geography — races; nationalities; customs; costumes; various trades and shops; transportation; commerce; evidence of civic organization.
Plays and Pageants
Dramatization of leading works in literature, historical events, and
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