Looking Ahead In Christian Ed __________________
edited b y Margaret Jaeobsen9 M .A . Associate professor of Christian Education, Biola Bible College
How To Use Recording Machines With Children
b y Lucy Campbell Assistant Professor of Education, Westmont College
M y father can fix tape recorders!” announced Gary one day as his contribution to a discussion we were having in second grade. We were talking about the work our fathers do in our families. “ How do you know he can?” the teacher asked. “He has fixed ours!” Gary replied. “ Should I bring it to school so we can use it here?” That a f t e r n o o n Gary with his mother’s help came back to school bringing his r e c o r d i n g machine. What fun we had! Gary gave us all of the instructions for using it, as well as some necessary precautions, and our young authority on recording machines was chosen as chairman of our activities. Should we turn it on and begin, or would it be better to make plans for using it? Most of us could see the wisdom of planning. We listed on the blackboard the suggestions made by the children in response to guid ing questions from the teacher—we should decide what to say and do; make up poems and stories; make up some songs to sing; sing our favorite old songs; practice speaking clearly; learn to read with good expression; choose what to read; tell about things we are doing and practice using the microphone. It was so much fun to sing in trios, quartettes, duets, even solos. We chose our favorites: “ There Is a Green Hill Far Away” and “ I Am Happy in the Service of the King.” The songs we had composed' ourselves were used too. Some of us read from our own Bibles. Several tapes were filled over and over again. Following each time of recording, periods of e v a l ua t i on were filled with compliments and constructive criticisms: “ Judy speaks very clearly.”
“ I liked the way Jimmy read-1—it sounded just as if he was really speak ing to somebody.” “ One part of Elaine’s song sounded as if she forgot the correct tune.” “We could have understood better if Billy had spoken more plainly.” “ I heard someone interrupt when Mary was singing.” “The light singing tones are much prettier than the loud, heavy ones.” We discovered that everything we did when we first used the machine was stilted and artificial. We were too conscious of the presence of the machine to be natural and free. The longer We used it, the more it became another member of our group, and consequently the more valuable it be came to us. The lessons, particularly the discussion periods, out of which we could analyze not only the way we spoke and sang but what we said and how we thought were of inval uable help to us. We could see our program build from day to day in the accomplishment of our objectives in habits, attitudes, skills and knowl edge. Since we were permitted to use the machine for several weeks, we had opportunity to experiment with many types of activities. The children tried expressing their thoughts on the re corder in the form of stories and poetry. One of them came out like this: M y father works. M y father goes down town. M y father buys my food. M y father plays ball with me. M y father reads the Bible with me. M y father prays with me. M y father takes me to Sunday school. Another child’s went: Lilacs are blooming everywhere; they seem to perfume the nice warm air. They seem to perfume the nice warm breeze —I just feel like falling on my knees . . . And saying, ‘Thank you, God!’
Ways of Using Recording Machines a. To send messages to missionaries abroad. b. To listen to messages from mis sionary friends. c. To keep records of accomplish ments for comparison over a period of time: reading Scripture with mean ing; praying; singing hymns. d. To record complete lessons for teacher-training purposes. e. To practice for a radio broadcast. f. To analyze the progression and organization of thinking. g. To enjoy music sung and played by others. h. To improve techniques of sing ing songs or playing instruments— also tone, quality, diction, expression, dynamics. Situations for Recording Recording sessions will fall into formal or informal situations. Formal situations would include recording for reproduction, a poetry or story-appre ciation hour, building a choir of chor al readers, carrying a testimony into children’s wards in hospitals. In formal would include recording a period of prayer, a casual discussion or a spontaneous telling of the Lord’s doings. Values Teachers who have used recorders have reported a rich harvest of values for both themselves and the student. Teachers find it helps them conduct a discussion with children and affords an opportunity to study the students. It helps to understand the spiritual development in specific children and in a group. Student benefits include: opportunities for testimony, self-criti cism, the need for clear speech, know ing the meaning of what is read or sung, the value of critical thinking, appreciation of the contribution and abilities of others.
THE KING 'S BUSINESS
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