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

■K A case study conducted by Miss Ellen Millman of Clayton, Missouri, of the classroom effectiveness of the new Film-Books* published recently as a possible answer to "more effective reading techniques in the classroom." by Ellen Millman First graders road the film storybook "The Fireman," before visiting the local fire station. Film Readiness and Reading ONE OF THE MAJOR TASKS of the growing child of today is learning words and meanings. The need to enlarge vocabulary and deepen understanding of word meanings presents a real challenge to teachers. We know the vocabulary of each child as he enters first grade is an outgrowth of his experiences and his environment. We are fully aware of the fact that first-hand learning is best in developing most concepts, yet there remain many instances where learning must be vicarious. Then instructional materials provide the nearest approach to the real experience. Recently a group of first graders heard the siren of a fire engine as it went whizzing along a nearby street. The teacher read a poem, "The Fire Engine" by Marjorie Hardwick which led into a discussion of the work of firemen. The EBFilm The Fireman was secured and previewed. The children dictated several things they wished to find out when seeing the film as: How do they get people out of tall buildings? How is the hose attached to a fire hydrant? Where do the firemen eat and sleep? Do the men go to school to learn to be firemen? We Planned Our Trip to the Fire Station After viewing the film the questions were discussed. Since the film didn't answer all the questions, the group decided to visit the fire station and ask the firemen for help. In the meantime a film storybook entitled "The Fireman"** was presented to the children. On the first page was a picture of a hydrant, a hatchet and a helmet. Immediately the group recognized each word started alike. They were delighted to find the book contained not only pictures from the film but the same story (see picture). As each page was read to the children (beginning first •D. C. Hp«lh & Co. ♦By Paul witty, a rncent T). 0. Heath cubllcatlon. EB Films' "A Day at the Fair" was shown. graders) a discussion followed, questions were asked and answered. The last two pages of the book listed questions to test how well the children remembered as: Tell how the firemen practice with ladders. What does the fire captain do? All of the questions were answered with interest. Thirty-six words listed below the questions were used by the children in their discussion. As a result several new words were added to their speaking vocabularies as: steers, practice, overcome, ax, helmet, alarm, motor, gong and pumps. These Were the Questions We Prepared Before visiting the fire station the children dictated these plans for the trip (see picture) : Do the men go to school to learn to be firemen? Where do they eat and sleep? Who works on holidays? How do they find out there is afire? How do they know where to go? Also, the children wanted to hear the gong ring; to see how the hose was placed on the truck; to see the seat (where Tom Briggs sat to steer the back wheel of the fire truck in the film) ; to see a fireman slide down a pole, and to see the helmets and hatchets. Rules of safety were listed and discussed: Keep hands in the bus; sit on the seat; follow the guide's directions; do not touch things in the fire station. (See picture). Upon returning to the classroom the rules of safety were read and checked, then the plans. The trip was discussed in full after which the children divided into three groups. One group looked for stories about firemen and fire engines to have read to them at story time. Another group made a picture story of the trip (see picture). Ten pictures were drawn and colored on brown wrapping paper and captions added. The paper was fastened to two broom handles and as each picture was shown a child would tell the story of the Trip to the Fire The EB Film "The Fireman" opened the program.