International Review of Educational Cinematography (Jan-Dec 1934)

VISUAL EDUCATION 363 common practise the term visual education is that in connection with objective materials of teaching things that can be seen. Visual education need not be narrowed to use of the school systems. It is surprising how few people actually read to learn during their adult life. Their source of advanced learning is through visualized objects. How many would read a poster if it were not for the interest aroused by the attractive pictures ? As a school project, visual instruction has many advantages ; first, it brings into use all of the learner's senses, the object being studied in itself, or a picture or representation of it. At the same time that the object is before the student it may be read about or be told about, thus making for clear imagery through the entire sensory field. In the first place what is invoked by the written or spoken word is quite variable and probably in most cases differs widely from the imagery or idea of the author of which the word is the expression. No amount or quality of verbal description can paint the visual appearance of beings or objects so as to invoke images which are exact likenesses of the thing being described. With this brief statement in mind, it is plainly seen that the best teaching and learning is accomplished when as many of the human senses are in use as it is possible to stimulate. Visual aids may be used with great advantage to give a general idea, an appreciative treatment, of a field or topic which is not to be studied exhaustively. Visual instruction may be used as a background for a new subject which is to be introduced. We may in fact lay down the following principles : (a) Visual aids are necessary in gaining concrete information and reviewing a series of lessons in a concrete, connected way. No other visual aid but the film can so quickly and interestingly review t\ e whole field of previous study and through revisualization permanently fix correct mental concepts in the minds of students. (b) The moving picture should not be introduced in a lesson until an urgent need is felt on the part of the pupil or group. (c) The help thus brought should explain some difficulty, clear up some obscurity, or enrich some subject matter. Only the material to meet this definite need should be introduced at this time. Any additional material only distracts and wastes time. (d) Educational films should be short and to the point. If the film is long, impressions succeed each other so rapidly that few are fixed in the memory and the student is not called on for any mental effort of his own. (e) To point out the best method of using visual aids, authorities seem to agree agree that the job is best done when the subject is thoroughly gone over with the class beforehand, after the subject discussion is finished. Immediately after this is the proper time for the use of films, slides, pictures, etc. (/) If the visual aids are sufficient to take the entire class period the next lesson should be used as a test. There are many ways of testing, i.e. plus and minus, completion, multiple choice, writing of stories, special assignments, oral or general discussion, etc. These are all good and which to use depends entirely upon the subject and the teacher. But under no condition should the lesson go by without a thorough testing of some kind. The principles of method recommended are as follows : (1) Since education is the harmonious unfolding of all the faculties and since knowledge is received through sense impressions, the more senses utilized in conveying knowledge the better the result. (2) The pupil must be prepared in advance for the use of materials. The pupil should become familiar with his tools and know what he is going to do before he handles them.