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

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ect". The wording of ilic ikiiik' is signiruant. Earlier films lor (liiidri'ii \\<.tc iloi imuiiiai it's iioi cspetially ilcsigiifd to lit a specific classroom lesson; films produced as part oj this project luill be priiiiarity for such classroom use. "Aids" means that ihc project envisages the j)r()du(tion of not only lilins i)iit of iilnistrips, picture sets, and siuh otliOr nieilia as ilie individual subject requires. Federal gcivernnuni ik'|)arinK iits also reported their interest in the project. Some already had made aids pariicularlv for classroom usi-. others described iheir plans in this field. Programs lor Schools Now Taking Shape \\ liat is so encouraging to the average school teacher is that now, two months after the conference with the directors of visual education, the same enthusiasm still prevails and the actual visual aids are taking shape in the studios. Three films on birds, for example, are complete and are being printed in the laboratory. Six filmstrips on the geography of Canada require only the priming of the accompanying manual. Other filmstrips on (lanadiau history and many other subjects are in production. For those teachers without projection ec|uipment, two experimental sets of still pictures are being produced— one on coal mining and one on pioneer life. It seems fairlv certain that the Classroom Aids Project as a whole will result in at least iweiuy-five new teaching tools per year, each of which will assist in presenting some lesson on the Canadian curricula. The development of visual aids for formal education has been paralleled in the broader field of cultmal life. Where lb years ago a Canadian film was seldom seen in the neighborhood theatres, today about half the theatres in Canada show Canadian shorts. NFB has made and is making hundreds of films directly related to the interests of housewives, farmers, fishermen, industry, health and welfare agencies, youth organizations, adult educational groups and a host of others. Through all of these productions we try to maintain the common objective of inculcating an alert citizenship founded on the understanding and sympathy of one group for another. • Cimiidiiiu youua^sters in a classroom follow the screen fidi'entines oj the "Black fiear Twins" as projected by (I i'lhn Board representative. hk V^3 hT / ' > J ^ i §'■ t *' ^*i ^ rj? 't* WISCO.NMN S(,II()<)I.S IXIFCRMK XISIAI. .\1.V1FRI.\1,S iHROLC.II .M .VI TW IDL Siri)\ Films in the Grades 1-12 Social Study Curriculum by Charles B. Walden Curriculum Coordinator for Wisconsin's State Department of Public Instruction A COMPLETE SI TIDY of the relationship of films and filmstrips has currently been completed lot the grades 1-12 social studies sequence in omstate. It has been one outgrowth of a six-year (inriculum study. The Wisconsin Cooperative Educational Plaiuiing Program was initiated in 1944 as people began to foresee the end of the war. Its primary purpose was to help teachers in plainiing the kind of school curricula which would adequately prepare children and youth to meet the complex problems of a world newly at peace. These problems icere aggravated by the great technological advance represented by neia and highly efficient implements of death. It was recognized that our very survival depended iqjon our ability to take up the slack between our social thinking and action and this technological advancement. While the situation was one which demanded immediate work with adult groups bearing the responsibilities of citizenship, the long range job of developing, thrcjugh our educational institutions, the kind of citizen of the fiitine who might deal effectiveh with similar and more complex problems of himian relationship became a major task for the schools. It is with this task that ciuricidum planning in Wisconsin is concerned. In the early stages of the program several things became apparent. The first of these was a willingness to accept a very broad definition of the term curriculum. The curriculum is conceived as beins^ all the Icarnini; experiences of youngsters utilized by the school in the achievement of accepted purposes. Selection of these learning exjjeriences rests upon three criteria: 1. The developmental characteristics of children and youth at diflerent maturity levels: 2. The demands made upon children and voiuh i)y the society in which they live; 3. .Accepted principles of learning. // soon became apparent, too. that interest was not centered alone on what learning exfyeriences were to be considered a part of the curriculum and why they were selected. Ecjual attention has been given to how these experiences were to be undertaken in the classroom. In accepting this broad concept of the meaning of cmriculum, with equal concern for the "what", the "why" and the "how", it was evident that curriculum planning was no longer tfie job of the so-called expert in a given field. It called for knowledges and understanding beyond the grasj) of one person. To bring those "Our World Neighbors" 21