The educational screen (c1922-c1956])

Page 300 The Educational Screen Game in General Language—with exhibit materials made by children in the Detroit Public Schools. museum materials which are a sound investment. Nor should they be the rare, expensive specimens, but rather the best quality of typical examples. How is museum material organized for school use? The efficient way is to make up units that correlate with definite units in the curriculum. A vital curri- culum, however, is constantly changing in greater or lesser degree. Some areas of instruction have no fixed curriculum for years at a time. Individual projects reflecting local needs or interests sometimes take pre- cedence over the regular instructional program. On the other hand, the reading unit on fishing in the fourth grade does not have the same emphasis that a social studies unit gives fishing in the sixth grade. If fixed units on China, Poland, Russia, and Palestine contain all the material on those countries, ah exhibit for the social studies unit on religion will lack the Tibetan prayer wheel, the Mongolian prayer board, the rosary from Poland, the Russian icon, and the Hebrew scroll. This problem of standardization and flexibility is one of the most difficult. Its solution has to be governed by various factors such as quantity of material, number of requests for China as over against the number on religion, and the amount of time a staf? member can devote to custom-built exhibits. The other day, I saw a pictorial report of a reading project which had been stimulated by a film on farm life. The reactions of the children were much the same as those which a museum exhibit on the same subject could engender. The difference lies not in the ends, but in the means of education, all of which have their individual role, some of which are effective in one situation and some Jn another. Let us examine a few instances of classroom teaching where museum materials were the means. I have se- lected examples representing no large expense. In fact, the materials shown in these slides could be produced in many communities, provided the teacher drew upon all available resources of magazines, libraries, homes, industrial and government agencies. As an example of the inter-departmental cooperation to which I have already referred, these slides were made for us by the staff photographer of the unit of Visual Education. {Shozving of Slides) You have had glimpses of the Museum exhibits on China, Dolls, and Defense. In the first, materials ranging from an inkstick to an ivory fan illustrate fun- damental ideas about Chinese civilization: longevity of the family system, contributions to world culture through the crafts, the invention of silk, and the im- portance of scholarship. In the second, a collection of dolls was used to stress an ideal of America. In the third, the principle of defense was illustrated from various areas of subject matter to show its meaning and how it works and to stimulate the child to make some deductions for himself. The reactions we receive from children who visit the Museum convince us that however interesting as factual information some rooms are, those exhibits revolving about ideas and principles are a unique contribution which museums can make to education. Children spend hours in the Bird Room; they are fascinated by techniques in dioramas on De- troit history but from the exhibit on the principle of Defense, they depart quietly, thoughtfully, often in silence more eloquent than words. The museum can go to the school with this type of education. Through the guidance of the teacher and the use of visual aids, an exhibit illustrating a funda- mental idea or principle could be worked out by the children. What a project could be done on Parent.\l Care, Priorities, Hemisphere Solidarity, Build a Strong America, or The English Language De- veloped From Words of Many Lands. The children could furnish the ideas, write the story, collect or make the posters, models or other materials, install the exhibit on tables and wall space, make the labels, plan the docentry, prepare the publicity, and in- vite the school or community. These expressional activities in themselves are done in many other con- nections. The implementing of the materials around a principle so that step by step, the exhibit proceeds to a logical conclusion, first in the child's mind, then in visual form is unique. It is an educational means im- plicit in the museum materials themselves and by its use. the museum goes to the school in spirit and in truth. I have referred briefly to some of our common prob- lems. I have suggested one or two ways in which museum materials may be used effectively. That I am here, is evidence of your good faith in our common job. There are many other problems and questions but more important perhaps, is the fact that we may come together to exchange ideas and broaden our horizons. Unlike Sally with her restricted idea of citizenship, we are broadening our concept of visual education. Isn't it sound proof that we have stopped "pushing and talking" in the halls?