See and hear : the journal on audio-visual learning (1945)

Reading alwiit something that occurred in tlie past is many times far more difficvilt than trying to visuali/e lliat experience Avith sufficient clarity to reconstruct liie concept in all its details, as the lad who made this has done with his diorama entitled "Clearing the Homestead." or choosinjT models or iiitiiig backgrounds arc credited ikiiiji this article to the general lowlcdgc which teachers have this tyjK' of work and to the tli\idiial ingenuity of teachers, ipils, and parents who particitc in it. Parents arc mentioned, it because they are expected to tuallv ha\e their finoers in the c, but because this project is inething which offers a very tailzie and jjleasant niediinn for cadeniic discussions" with parts in the home or at school. After a pupil has chosen his bject. done some "research" )rk on it, and has l:)cgun coniiction, he frequently wishes to epare an oral or written comisition about liis project. If in itten form, this composition ay be placed on top of the box containing his diorama when it is ready for display to his classmates. There will probably come a time when the desire to finish the construction may lag. You can suggest ideas which should not only stimulate the desire of these jjupils to complete their projects, but also present a new goal in this area for all tlic jjupils. I ha\e said: "1 think we will show our dioramas during an auditorium program. Of comse, these projects are too small to be seen very well if you stand up on the stage with them and talk to your audience aboiu them, so this is what I suggest we do. I am going to have a colored picture taken of each one of you standing up and holding your diorama in and HEAR — Februory Page 19