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October, 19}9 Page 281 5. 6. film. Purposes are set iij). The class sees the film. Discussion takes place immediately after the showing on the purposes. The class answers the questions which were raised before the film showing. Creative activities wliich followed this procedure composed the second half of the continuity and the film as finally finished. These activities included: 1. Group and individual reading materials. 2. Committees of children seeking the assistance of other groups in the school. 3. Several individuals bring Diego Rivera prints for study. Others conirilnite Mexican slippers, tiivs. (lojk, hats, and soldiers. 4lJ,'ci? like to live I I Large mural in tempera point developed from the film. 4. Art activities: Finger paint- ing, Chalk drawings, large mural in tempera paint. 5. Group writing letters to their parents invit- ing them to see the film with them the next day. 6. Commit- tee showing their parents their activities already com- pleted. 7. Parents see the film with the children. 8. Children tell their parents the story of //ve A plac' WheTe'^they. maKa potters bnght Burit.,does ncf spArkle at nignt They paint demons ^^oh th« plate < Then the> mika a ^. lot of mites. Mexico is .a njco. iwjj^arm land Where there Is bts <^ ram and English class activity growing from nse of sound film, "Mexican Children." Mexican meal (notice jug, jars, and tortilla) outside. the film with the sound cut off. 9. Several parents stay to help in their activities. They assist the group with a Mexican village of clay. 10. Making and painting of jars. 11. Committee writing a letter describing the film to an absent member of the class. 12. Stories and poems made after seeing the film. 13. Physical activities: Boys imitating Mexican jumping games; Girls dancing. 14. .\ctivities of the children and parents preparing for a Mexican meal outside. Beans, tortillas, and water jugs were used. 15. Buying pottery made by the children. 16. Class leaves the school for a visit to the museum. Several values derived from the making of this utilization film on Mexican Children came as by-prod- ucts of the activity, and from the angle of social living in a democracy may be important. To realize the pur- poses of the film, the sharing ot the same experiences by many was essential. The staff, the children, them- selves, and their parents were not only in the film, but cooperated in its planning and production. The making of the film itself culminated as the final activity of a rich period on Mexican life for the children. The growing generalization that to produce a worthwhile achievement in which many personalities, ages, talents, skills combine, is a vital learning experience for child- ren in a chaotic, present day world.