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

(CONTINUKD FROM PREVIOUS PAGE) must consider The Christmas Stoiy* and the film. Peace on Earth.** To be completely practical and bring our study into the very commimity, and even closer, into the very room in which our yoimg learner circu- lates, we would do well to consider such an interesting film as Yoii and Your Friends^*** and the means it uses to probe into the ]jroblem of what makes one girl popular and well accepted, a completely enjoy- able addition to any group, and what makes her companion present all the objectionable tpialities of at- titude and. behavior which no one seems to appreciate and which some heartily dislike. Once we have decided that some good materials exist, we come to the Cjuestion of use. Utilizing religious \jsual material in religious instruction rccjuires not onl)' knowledge and skill but a clear understanding of the purposes we are seeking to plan for and accom- plish. Unless the materials we are seeking to use will accomplish spe- cific objectives, there is grave danger that their use will become a mere show, or possibly e\en a boring ex- perience. It must always be remem- bered that visualized materials of experience are not an end in them- selves; neither are they a substitute for good instruction. Rather, they are a jiart of outstanding instruc- tion. They do not take the place of either pastor or teacher. Their fntr- pose is to supplement, not to re- place. The strength of the film, or the filmslide, or the slide particular- ly, is its ability to present informa- tion in an impersonal, unbiased manner, so that subsequent discus- sions can view it entirely objectively and apart from prepossessed feelings toward teacher or classmates. An- other characteristic which makes visual material .so essential is its abil- ity to awaken interest through its dramatic, interesting, and complete- ly understandable means of present- ing information. Visual material is most necessary for good learning ex- Editor's Note: When I'isual materials are brought into the Sunday School, where can xue look for help? Usually we can get "cues" from the school room "right 'round the corner." It is in tliis vein that tiuo able persons in the field of religious instruction, John R. Darling, national director of education for the Church of Jesus Christ of the Latter Day Saints, and Mrs. Virgil Belt, educational director of the First Congregational Church, Madison, Wisconsin, present consid- erations lliat must be- recognized in the choosing and using of religious instruction material. • The Chrltlmat Siory, color slido, ChurrhcTaft Picture, 3JI!i l.indrll Blvd., .St. I.oiii« H, MiftMiuri. •• Pfare nil f;ar(/i. Ifimm wiind, rolor. 10 min.. Teafhing Kilm Cimodiam, 'ii We»l 4.1rd Si. Snt York IH. N. V. ••• You ami Your frifndt, lOmm Miiind. B&W. 10 min., .\«wHiation Filnu, S47 .Madiwrti Ave. Niw York I". N. Y. Nativity scene from "Child of Beth- lehem" (Cathedral Films) perience when we are probing areas of our environment with which our )oiing learners are not at all famil- iar or of which they have only a superficial knowledge. In order to select and use exist- ing visual materials for religious in- struction most profitably, it is very necessary that each Sunday School teacher or religious instruction teacher assume certain basic respon- sibilities. .Among these responsibil- ities, may I suggest these: I. First discover what is available. Recognize that two major sources of material for religious instruction ex.- ist: (a) Information which is de- signed to interpret graphically the |jsalnis, ))arables, and stories of the Bible. Through these gra]>hic inter- pretations, it is |x)ssible almost to turn back the clock and to relive with our )oung children episodes re- lated in the Bible, which, although they happened centuries ago, can through the magic of the motion pic- ture and the slide be almost re-cre- ated, (b) Materials which deal with the interrelationships of man, his culture, his achievements, and his general way of living. Do not oxer- look excellent geography films which recount hcnv children all over the world work, play, react toward theii parents and toward their responsi- bilities. These films show th;it children excrxwhere are quite alike. Here, too, are films on intergroup relationships, which are certainly an important ])art of any Sunday School or religious instruction curricuhmi. The alert religious instructor will seek constantly to secure and pre- X iew these two types of new mate- rials. 2. Select those pictures, those ma- terials, xuhich can be understood by the child. Consider the communitv, the age and the interests of the child, and ccrtainh' the backgroiuid of ex- periencing which the child has al- ready undergone, in order that the materials for instruction will chal- lenge his interest and be understand- able to him. .S. Consider the appropriate time for presenting the information that you have selected. Take into con- sideration the seasons of the year, the religious festivals to be obsened. and most important, plan how the visual material is to be presented to the child. As a teacher, preview the \isual material and decide what parts need to be discussed in ad- \'ance or after the showing. A thor- ough study of the methods used in public instruction can well be taken into consideration. 4. Be inquisitive in discovering, prex'iewing, and tiying out new vis- ual material. Allow your imagina- tion to run full play in trying oiU new ways of awakening interest among children before or after the presentation of the film material: tell interesting experiences the teacher has had, tell the story which leads up to the film or slide presen- tation, carry on discussions among the (hiklren to uncover information which they now know and which will make the film or slide presen- tation mean more to all the children. To illustrate the four chinch school teaching resjjonsibilities just enumerated, Mrs. Virgil Bett has aj)- |)lied tlu'iii to the selection and use of one outstanding religious instruc- 2 2 SEE & HEAR