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

(continued from the preceding page) research. Recently we saw the Popular Science film A Visit to Catalina Island and Yellowstone National Park. As we looked at and discussed the filmstrip, Aixiinah Round the World* it seemed as if a real live buffalo had come into our room. Then a white-tailed deer sprang forth with nimble grace. A huge grizzly bear lumbered on. Wolves bared their fangs for an Arctic battle. A ribbon seal glistened on the Arctic ice. A tiger crouched in the jungle. The majestic lion brought forth this exclamation— "The King of the Beasts!" This atmosphere captured imaginations and charged the room with an eagerness for expression. In the soft light, with attention focused on the scenes. e\en the most selfconscious became voluble. New Ideas Lead lo Fi kiiikk Acuviues 1 lie pictures opened a\eiuies of thought that demanded further information. Possible sources for more information were discussed and though no tlefinite assignments were made, contriijiitions made on the ilaxs following revealed that all the children, -(vhose insatiable curiosity had been whetted !))■ the realistic pictures, had been alert and busy. They discovered that their local newspaper featured a picture and a story about the panic that overtook a herd of buffalo on Catalina Island during the recent snow storms there. Magazines \ielded excellent pictures for an animal album. Encyclopaedias opened rich \eins of information, and research techniques speedily improved. Geograph) texts were viewed in retrospect w'nh new insight. The land of story books opened ne\v \istas for further exploration of good literature. The dictionary proved itself a trusty aid for pronunciation and clarification. The trophy room of a neighbor contributed a genuine deer skin. One classmate is the owner of a pair of deerskin mittens. The Filmstrip Helped in Other Sildies The discussions and research brought to light the fact that some erroneous opinions had de\eloped as weaker readers had groped about in the new vocabularies of science and of geography with maps and globes. Our work with this filmstrip helped clarify our work in geography and science, and as the children sought to prove their statements, the dictionary and encyclopaedia proved their true value. This was not only an opportunity to plant the seeds of yearning to seek out the truth but also to develop the off-neglected pride in an ability to say, "I was mistaken, my information was not authentic." Fourth Graders, just barely out of the primary de partment where concentration leans heavily toward development of the fundamental tools of learning and the use of texts of simple arrangements, particularly need stimidating experiences that will induce them to try their wings, so to speak, in the more complicated areas of reference materials. This filmstrip proved to be an excellent experience for that need. • •.Available from I'opiilnr Sticiuc l'ul>li<.hiiig Co., 353 4lh Ave. New Yort 10. N.Y. Good Foods Party SECOND-GRADERS STUDY FOODS ON SLIDES by Mrs. Cecil Brickner of the Lincoln School, Peoria, Illinois As A CLIMAX TO OUR STUDY OF FOODS and health, we decided to have a "Good Foods Party" for second graders and mothers. ^Vhat to do at the party! The children suggested many things: talks, scrapbooks, murals and modeled clay fruit— and then someone asked, "Can't we make some slides?" "Of what?" "Of the foods that make us strong— \cgetables, fruit and milk." "Yes, and to show the good table manners we talked about." This was oiu' solution! The children eagerly offered more suggestions for the use of slides and we were off on a new adventure—" planning a party at which Ave ^vould have slides to show the ideas we had learned. We Drew Pictures— .\nd Colored Slides We were soon busy choosing the health ideas we wanted to show our mothers. Sometimes a pupil found the picture he wanted to use for his part in the program and drew the picture on a slide and then colored it. After we had finished our slides, we wrote invitations to the mothers, asking them to come to the Friday afternoon party— our health party where we planned and served sliced carrots, spread with peanut butter; apples cut in half; graham crackers; and milk. The clay before the party, we discussed some rules for proper behaA'ior at a party. A boy was chosen to stand at the door to receive the guests and to escort them to their seats. Other members of the class were selected to prepare and scr\'e the food. On the day of the party, after our guests had arrived, the program began. .-Vnd the highlight of the program: the showing of the slides, of course, to show what Ave had learned. Each child inserted the slide he had made the projector and told about it. The slides and talks almost completely summarized everything we had learned about food and brought in other units of stud\ as well. In This Way We Visualized Health Ideas One boy showed a picture of beets and lettuce and emphasized that we need vegetables e\erv day to keep us healthy and to make our bones and teeth strong. Another slide pictured a bottle of milk— milk being one of the best foods we have, .\ccompanying a picture of a bowl of fruit was a commentary on how necessary fruit is to our health and well-being. The importance of butter and bread in our diet was also shoAvn and discussed. The children were showing their \isualized health ideas. .Xrithmetic gained prominence with the slide showing six eggs. Not satisfied with stressing the value of eggs in our diet alone, the \ouno; narrator Avas also much 18 See and Hear