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

(continued from the preceding page) necessary knowledges and understandings to the task wide participation of teachers became a vital part of the Wisconsin program. There were two le\els of organization, both highly important. On the state level were the statewide curriculum committees. They were made up of representati\e teachers from all levels of education and from all sections of the state. Their responsibility was that of undertaking to provide some form of assistance to local school staffs in a given area of the curriculum. In most instances this assistance has taken the form of printed curriculum guides. The other level of organization was that set up in a local school system for the purpose of improving the local school program. Such organizations are on the firing line. They face the problems, many of which are peculiar to a given situation. They use the resources of the statewide committees in the study of these problems. They arrive at tentative solutions and try them. They share with other school systems through the statewide organization. This organization for curriculum development luith its acceptance of a broad co7icept of curriculujn, a C07icept which indicates a concern for the "why" and "how" as well as the "what", has led to the use of a wide variety of learning experiences and teaching and learning materials. Playing an important role are various audio-visual materials. The Statewide Social Studies Committee provides an interesting case study. The first production of this committee was a bulletin entitled "Scope and Sequence of the Social Studies Program". It outlines a sequence pattern for the social studies from kindergarten through the twelfth grade with suggestions as to the scope of the experiences on each grade level. One of the most important sections of this bulletin, however, is the "Point of View". Here the teacher's attention is directed at the importance of knowing the individual child — his strengths, his weaknesses — and planning learning experiences in terms of this knowledge. Here is found a highly important statement to the effect that no change in purpose and no new sequence is of much consequence unless it is accompanied by the adojjtion of newer classroom practices of promise. This committee then de\oted its effort toward illustrating these important statements made in the "Point of View" of its first bulletin. The first step was to collect resource units based upon the newly suggested sequence and made by teachers in the field. One such resource unit is now available for each grade level. All of these are rich in a variety of learning experiences which should be helpful to teachers in planning to meet the differing needs, interests and abilities of individual children. They, too, are rich in the variety of leaching and learning materials which are included, with much attention being given to audio-visual materials. The most significant contribution in this field, however, is the fyublicalion "Audio-Visual Materials for the Wisconsin Social Studies Program",* prepared by the Statewide Social Studies Committee and now available for distribution. It is actually the work of a sub-committee under the direction of Mr. John Hamburg of Edgerton, Wisconsin, which worked closely with the Bureau of Visual Instruction of the University of Wisconsin. In this bulletin an attempt has been made to list both films and filmstrips which are keyed to the sequence suggested in "Scope and Sequence of the Social Studies Program". Not only are these films and filmstrips listed for each grade level, but specifically under the various problems suggested for each grade. As expressed in the foreword of this bulletin, it is the hope and belief of this committee and others \itally concerned with the program of curriculum development in Wisconsin that this bulletin will help teachers provide in some -measure that \ ariety and richness of learning experiences which will more nearly meet the needs, interests and abilities of all children and vouth. • GRAND CANYON VISIT by Glen McCracken, Principal Thaddeus Stevens Elementary School, New Castle, Pa. Recently we used The Grand Canyon Area* color slides in three of our ititermediate-grade social studies classes. The slides nicely reveal the park area through vi\'id color photograph) ; more important — interest and enthusiasm was high. Following the preliminary showing of the slides, each group was told that the information they jaw would become the basis for their further in\ estigations. Not only were the children encouraged to find out about the Grand Canyon itself but more than this, were expected to explore questions about the geology of the region, rock formations, elevation of the canyon at the base and at the top, and other interesting questions — why doesn't the Mississippi cut a similar crevice in the earth as the Colorado does? etc. Again following the sho^ving of the slides, the children were allowed to select a committee which would investigate one of the interesting probleins we had set out in advance to investigate. Soon the committees were at work investigating information both in their classroom and school libraries. Each of the committees came back not only with the information that they had sought to locate but inany other facts — how the Colorado got its name — what the word means — information about the climate of the canyon — the animal life — plant life and habitations. One committee brought back a report on the distance from New Castle to the Grand Can)on, tlie various routes over which one might travel, and the probable cost of a trip to visit this area. In general, our experience with the slides was most gratifying. The slides themselves were well done; they were clear, of good color and representati\e of the various aspects of the Grand Canyon itself and surrounding areas. Our experiences with the slides provoked lively discussion, and inost important — motivation which led the youngsters toward research investigations of their own. • •Copies of this Bulletin may be secured by sending a request to Slate Superintendent of Educ.Tiion, George B. Watson, State Department of Public Instruction, The Capitol, Madison, Wise. • 'The Grand Canyon Arca — Z6 color 2" x 2" slides are available from Philp Photo visual Service, 1218 American Avenue, Long Beach 2, California. 22 SEE and HEAR