Cinema Progress (1938 - 1939)

of ade. AM a principal of an elementary school. One of nny main duties is to assist the teachers in improving the learning on the part of the pupils. To this end, I should like to emphasize upon my teachers the value of visual aids as educational tools that will help pupils solve their problems, stimulate their interest in gaining new knowledge, increase the efficiency of their learning and aid them to live abundantly. I should want my teachers to realize that visual tools are not a substitute, but rather a supplement to the oral and written methods of gaining knowledge. Each type has its own particular advantages and limitations in various teaching situations and it becomes my problem to help the inexperienced teacher to determine in what stage of the learning process each will render ihe greatest service, remembering that no one aid can be said to be the best aid, but letting each be used conjunctively, each making its unique contribution. Each year my teachers work out various units of work and often ask the principal for suggestions and material. Let us see briefly, for example, how the various visual aids might contribute to the understanding of a third grade unit on Holland. On the library table are found many attractive, well illustrated books on Holland, among them "The Dutch Twins," a book all primary children enjoy reading. What is more logical or worthwhile than to introduce a few stereographs, slides, or a film which would convey clear images of Holland and its people and thus give a background for the setting of the story. The stereographs have their place because they bring out clearly the three dimensions of a picture and thus would make Holland and the Dutch seem real and lifelike. They stimulate thinking if a few pertinent questions are attached to the stereographs so individuals or a small group may view and study during a supervised study period. Never should any teacher attempt to show twenty-five or thirty views to that number of pupils at the same time for she will find pupils become restless and inattentive and no real learning taking place. A motion picture, for example, "A Little Tulip Girl of Holland" may be used to introduce the unit, to contribute information during the development of any particular activity, or serve as a sunnmary or review of the completed study. It will have the unique advantage of depicting action and supplying the Illusion of life and reality. It will provide many vicarious experiences which could not be had in any other way. This film, 26 Dramatized Learning Visual education supplement, not substitute for "three R's/' believes elementary school principal By MELBA THOMAS however, should not tell everything. It should not take away the work children should dig out for themselves. Colorful slides on Holland may be purchased or better still prepared by the pupils who are Interested and have talent for that kind of work. Other pupils can be granted the privilege of writing explanations for slides. Home-made slides are often crude, but they frequently stimulate more interest on part of pupils because they are the actual work of the classroom. After all, visual Instruction Is not an end within itself, but one means to an end. As the unit progresses creative writing In prose and verse may be reproduced on cellophane sheets to go between plain glass slides. This is for pupil appreciation, constructive comment, and motivated reading. One profits here by projection, which compels attention, by semi-darkness, which excludes distraction, and makes possible a minute study of all of the material reproduced. An exhibit table can be arranged for a collection of Dutch articles, some brought In, others constructed In the classroom. The sand table with its miniature models of Dutch homes, windmills, dikes, canals, tulip fields, dog carts, etc., gives opportunity to illustrate and emphasize various features of the story of the "Dutch Twins" as well as afford children an opportunity to express their ideas. It must be remembered that objects on the sand table must be In proportion and made according to scale. The principal has returned from a trip to Holland and has brought back photographs, post cards, and other flat pictures. These If projected on the opaque machine are valuable for group study, discussion, and analysis. Committte members, in some instances, may be responsible for explaining the meaning and significance of the pictures. It not projected, these flat pictures or study prints may be posted on a bulletin board for individual study and close range examination. Here, B-2 students become more closely acquainted with Egyptian life and customs, but at the same time they don't neglect social amenities of their own nation. Scenes are from a teacher's training film.