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

Tin: RE ARE MANY experiiims that (amiot bv <;aincd clurini; any one excursion or fR-lcl trip, but art' possible linoiigh tlie use ol carelullx selected films, the viewing of magnified close lips, the opportunity of seeing over and over again some action or way of doing or seeing fretpiences of things [)ossil)le to be seen only over long periods of time— all these are the contribution of the teaching film— the primary grade level teaching film. And often \crv \i\id \ isual images are retained by the childran after seeing these films— images that help the primary child reproduce in paintings or in drawings the animals or activities they have seen in the film, or to produce their ideas through oral communication or even dramati/e plays. Many Films Are Used For these reasons it has been our plan, particularly during the last few years, to use many IGmm sound motion pictures and filmstrips to facilitate, teaching of the social studies in our primary grades. Yes, actual experiences are still arranged for the children, field trips and excursions, but field trips and excursions today are being supplemented by projected experiences from which the children gain additional vivid vicarious experiences as a result of their \ iew'ing the film, discussing its contents and many times reviewing the film, which has becH carefully selected by the teacher and which is pertinent to the subject being studied. Our first grade social studies unit for this fall has been "The Farm." We used a number of films to aid us in our work. These films are listed at the end of this article, and the films we have used together with filmstrips have been brought to our children in the carefully organized manner which is set forth here. Summer Experiences Reported We introduced our study of the farm by allowing the children to relate their summer experiences. Many of the children have visited farms and they were encouraged to give their reports of their experience to the other chiWren. Conversations about changing seasons at the fall of the year led very easily to the question of fall harvest. Our second opportunity was find From the ideas we see and hear aborit, spring our ability t(. to our beginnitig reading aetix'ities. lend meaning How We Use Films in the Primary Social Studies by Grace Enckhausen First Grade Teacher, Thomas Jefferson School, South Bend, Indiana ing out what the children would like to know about farm life. The (|uestion was asked, what would you like to know about the farm? Yes, as a teacher I had my own ideas in mind, but more important, my first responsibility was to challenge the children to give us their reactions, which we carefully listed on the blackboard. Here is a list of the children's questions. (1) How do farmers milk cows? (2) How does the farmer pick corn? (3) Where do farmers get animals? (4) How and what do farmers feed chickens and pigs? (5) How does a farmer make fields? (6) How do pigs eat, also cows, calves, etc? (7) How is butter made? (8) How do they harness a horse? (9) Do we get bacon from pigs? (10) Why do farmers have barns? (11) Do farmers wash chickens? (12) How does the farmer get wheat? What does he do with it? (13) Where are the stalks of corn? Why do farmers plant corn? (14) What pets do farmers have? (15) What do they do with tractors? (16) Do they have mules? (17) Why do they grow hay? (18) Are all farms alike? They wanted to know about chicken, dairy, potato, grain, and other kinds of farms. Discussion revealed that many sources of information would have to be investigated in order to find answers to the myriad questions which the children asked. It was very logical then, to continue with the discussion of where we could find information in answer to our many questions. Here is where the children decided they could look for such information. a. Books of farm animals, activities and stories. b. Flat pictures of the farm and animals. c. Information gained through 'Our World Neighbors" 25