=Studying the picture.= Several days before the lesson is to be taken
up, the picture to be studied should be placed where every pupil can
see it.
First of all, the children should find out for themselves what is in
the picture. The questions accompanying the story of each picture are
intended to help them to do this.
=Language work.= The pupils should be encouraged in class to talk
freely and naturally. In this way the lesson becomes a language
exercise in which the pupils will gain in freedom of expression and in
the ability to form clear mental images.
If a lesson does not occupy the entire drawing period, the children
should be asked to retell the story of the picture.
=Dramatization and drawing.= Most of the stories told by the pictures
lend themselves readily to dramatization and, whenever practicable,
such stories should be acted out. The stories also offer numerous
interesting situations that may be used as subjects for drawing lessons.
=The review lesson.= The review lesson should cover all pictures and
artists studied throughout the year. At this time other pictures
available by the same artists should be on exhibition.
The review work may be conducted as a contest in which the pictures
are held up, one at a time, while the class writes the name of the
picture and the artist on slips of paper which have been prepared and
numbered for that purpose. One teacher who used this device surprised
her class by presenting those whose lists were correct with their
choice of any of the large-sized Perry pictures studied.
Many teachers, however, will prefer to use this time for composition
work, although the description of pictures is often given as an
English lesson. Pupils may write a description of their favorite
picture. In fact, the lessons can be made to correlate with history,
geography, English, spelling, reading, or nature study.
In any event the real purpose of the work is that the pupils shall
become so familiar with the pictures that they will recognize them as
old friends whenever and wherever they may see them.
It is hoped that acquaintance with the picture and the interest
awakened by its story will grow into a fuller appreciation and
understanding of the artist's work. Thus the children will have many
happy hours and will learn to love the good, the true, and the
beautiful in everything about them.
[Transcriber's Note:
* Text enclosed between equal signs was in bold face in the original
(=bold=).
* Some words have accents of different weights. The heavier accent is
marked double (''). (Example: bo'nur'')
* Pg 21 Pronunciation guide for (zhäN fräN´ swä´ m[=e]l[)e]´´)
presents a Latin letter small capital "N", a voiced uvular nasal.
* Pg 37 Emile Renouf (r[~e] n[=oo]f´´) and Pg 51 Louvre (l[=oo]´vr')
contains [=oo] representing a "long oo" sound not represented in any
charts.
* Pg 41 Changed "where" to "Where" in "How does he go? where?".]