The educational screen (c1922-c1956])

February, 194} Page SI 2—Music a—In musical resources sources of commu- nity, b—With a "local flavor." c—In types of radio programs enjoyed. (1) Radio programs listened to at school resulted in analysis of works of famous composers. 3—Art a—In the Art resources of most rural com- munities were found: (1) Rugs and car- pets (crocheted, hooked, braided, woven.) (2) Weaving (done locally or found in the commu- nity.) (3) Knitting, cro- cheting, tatting. (4) Patchwork quilts (study of designs, tracing history of old designs, and planning new ones.) (S) Samplers (study of old samplers and de- signing of new ones.) (6) Pottery (7) Old dishes (8) Woodcrafts (9) Modelling (10) Furniture De- signs (11) Community .Xrchitecture (12) Camera .'\rtists (13) Pictures (study of composition, learning best ways of display- ing pictures.) (14) Creative .Art in School (15) Clothing De- signs (16) Interior Deco- rating (17) Gardens and Landscaping IX—Community Health .\ —Studied through sur- vey of health re- sources and needs of community 1—Number of doctors, dentists, hospitals, Group 1. (Radio Programs) W.L.S. School-Time Program, Co- lumbia Sclwol of the Air, Damrosch Music Appreciation Hour. Group 2. (Films) Warner's color film, Song of a Nation (YMCA), The Symphony Orchestra (Erpi). Group 1. (An interesting feature of a program can be an exhibit in which many of these art re- sources are displayed and ex- plained. In one particular .school, an authentic, historical pageant, written by a lady in the district, was presented as part of this program.) Group 2. (Film) Modern Rug and Car- pet Making. Furniture Making (Eastman). and clinics in com- munity. 2—Playgrounds and rec- reational resources. 3—Community water supply. 4—Health needs in the community. Group 2. (Films) Preventing Blindness and Saving Sight, Care of the Teeth (both Eastman),//car< Disease, Cancer, Its Cure and Prei'cntion (both March of Time), City Water Supply, The House Fly (both Erpi), Carbon Monoxide, the Unseen Danger (A M N H). One needs only to talk to the teachers, pupils, parents, or other community members where this study has been made to learn of the many desirable outcomes which are very apparent to them. They include pupil cooperation, improved social habits and attitudes, community interest and cooperation, increased interest in hobbies and other leisure-time activities, a sense of pride and satisfaction in a com- pleted project, added interest in school work, and a better understanding of local environment and its value. Although the use of some audio-visual aids may be partially limited for the duration of the war in schools not already possessing the necessary equip- ment, it is hoped that each teacher will utilize every Workmen assembling a table top—from the Eastman classroom film, "Furniture Making." Group 1. (Have test made of water supply by State Health De- partment. Show lantern slides, prepared to picture results, at community or P. T. A. Meetings. available aid for studying her own community. Thus, by helping others to know about and make the best possible use of our own local resources, we, as teachers, can help to direct the thinking and planning which will undoubtedly have a part in establishing and maintaining peace in the world in the days that lie ahead. In what better place than in our schools and our homes could this foundation be laid?