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CORE OF A VISUAL-SENSORY AIDS PROGRAM
By Wilbert Emmert.
Instructor in Visual Instruction and Science State Teachers College, Indiana, Pennsylvania.
The purpose of this report is to submit to the Department of Visual Instruction of the National Education Association a " Proposed Core Course in Visual Instruction ", as developed by a committee appointed by the Organization for that purpose.
The report is divided into four major parts. It deals with (1) the significance of the report, (2) how the course was developed, (3) some insistent declarations, and (4) the course itself.
The title of the report embodies several significant implications. Only two of the implications will be mentioned here. First, it indicates that visual instruction has become an integral part of the school curriculum. Visual Instruction teachers and school administrators no longer need argue for a visual-sensory aids program. It is an accepted reality. The problem now is to determine those common elements of the course and perfect a suitable technique for carrying out the program. Second, it indicates that the merged Department of Visual Instruction and National Academy of Visual Instruction contemplate carrying out the far reaching resolution set forth at the Los Angeles meeting of the Department of Visual Instruction, namely :
" Resolved ; That the Department of Visual Instruction of the National Education Association earnestly recommend that a course in Visual and Other Sensory Aids in Teaching be required of all persons preparing for the profession of teaching and that teacher-training institutions in every state be required to organize and offer such courses beginning with the scholastic year of 1932-1933 ' .
The suggested " Core Course in Visual-Sensory Aids " represents the combined judgments of the leaders of visual instruction in the United States as to " What a Core Course in Visual -Sensory Aids Should Contain ".
A tentative outline of a " Core Course " was submitted to twenty-seven visual instruction teachers in a total of twenty-one states, representing all sections of the United States. The letter which accompanied the outline asked that the person go over the material and add or delete anything his judgment dictated. Eighteen usable replies were received. In addition, the available mimeographed and printed courses of study in visual instruction were used in making the final tabulations.
After the replies were in, the tentative outline was set up and a tabulation of frequencies of the common elements for the course was made. This, then, gave a representative topical outline for the core course. It is based upon what is being done at the present time, and in addition, some elements to be introduced within the near future.
Content and method of all school subjects are the product of an evolution through,