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

or from the PTA can protect against nt'eclle>> damage but the equipment belongs in use. Familiarity with the man\ excellent discussion films, with recreational materials and |)ul>licity to interested audience groups might even help \iiUT school acquire new modern equipment when needed. Ask yourself: how can I serve? j^i The child sees the 16mm educational motion pictures in the presence of family and friends. ().\ teacher's \K\r \ isiT, she and the pupil discuss the pic- lure and its application to the curriculum area studied. Volunteer film conference shows those individuals re- sponsible for the program as they evaluate results. Cooperation Helps Make a hiliii We Filmed Our Ideas by Evelyn Hoke. H;ill State Teachers College 0\ THE OPE.M.NG DAY OF CLASS. Miss Grace \^'ood\. Associate Professor in Physical Education, invited class members to state their interests in what the course. Recreation, should include. Student interest was high I Vt hen we were done, we all agreed that our ideas were good—so good that they should be documented in understandable graphic terms: so. we made a motion- picture report for other teachers to see and profit by. Here s our storv of play materials in the Elementary Grades. • We wanted to do something about providing activity for play periods I There were good reasons why unani- mous agreement prevailed: First, in considering better use of free time in or out of school, the class subscribed to the notion that facilities were insufficient for indoor play periods. There was usually a dearth of indoor game and toy kits and often, inadequate planning was done. Secondly, since as college students, they were training for teacher and-or parenthood, a study of this \ital topic w ould surely be of lasting benefit. Here's Our Six-Part Plan for Term \^ ork The plan for the terms work was structured something like this: 1. Start by in\estigating some of the present conditions governing play periods. 2. Make an evaluative study of available resources. 3. From these total findings, list a starting set-up of plans and kits. 4. Create ideas about ways for securing minimum needs. 5. Promote putting these plans and materials on trial in some schools. 6. Retain lists, sets of drawings, direction sheets, and write a documentation of the developments as each of the above is completed. Finally, as a part of the record, make a motion picture. Play Materials in the Elementary School. Students Do the Field Research The students consulted with children, teachers, and par- ents to gather first hand information. They found that children should be allowed to obtain and make materials: use and care for tools, games, and accumulated materials. Teachers admonished them to gather a host of games and toys so that a child of any age could suit his day. t<p ponder, to manipulate, to push, to dramatize, or to build. X^ ithout hesitation, they came to me as Director of Teach- ing Materials Service, .\aturally this seemed to be another big opportunity for the Service to further the role of the OPEN WORKSHOP, which is maintained for the purpose of producing instructional materials. Straightaway general supplies were inventoried and needs listed in light of some of the students' sketches for the construction series. In addition to the hopper of scrap I C O \ T I M E D ON THE FOLLOWING PAGE I The Audio-Visual Journal 11