International Review of Educational Cinematography (Jan-Dec 1934)

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FILMS FOR VARIOUS SCHOOL GRADES each case. Nor must the master be placed in a inactive position. The active method which is the basis of all teaching prohibits such a formidable step backward. There is one field to which the talking film is particularly suitable : that of the teaching of languages, live or dead, national or foreign. The figure that speaks, showing the characteristic movements of the lips and face that accompany the emission of sounds and word, with the simultaneous registration of the voice that speaks a correct and pleasing phrase, is an excellent pedagogic means, with the addition of the able collaboration of the teacher. The same may be said of the sound film when it is a question of music, especially instrumental music, in which the movements of arm and finger are seen in direct relation to the sound. The same argument holds good for physical education. The sound film, by carrying the cinema to the auditive field, has had the effect of restricting the universal character which the silent film had when it reigned undisturbed in the visual world. It is only those countries which possess a great cinematograph industry that can enjoy the immense advantages of the sound film, and especially of the talking film, to the full. Ignorance of the language spoken in the film makes it impossible for non-producing countries or those which produce little to enjoy the real benefit of such films. In these countries, the school film registering the sounds of nature can be of use, but the talking film is not available for them, except for the teaching of languages and music. «. VISUAL AIDS FOR KINDERGARTENS {Editor's Note). Film methodology and the utilization of the motion picture are subjects that have often been treated by experts, but almost always in connection with grades that go from the elementary to the high schools. No one or very few persons have considered the possibilities of using films for teaching the first grade at all, that is, the kindergarten classes, in which the teacher finds herself in touch with minds innocent of even the most rudimentary items of knowledge, with little beings whose education must commence with the teaching of what is at once the simplest and most difficult thing that exists — the alphabet. With infants, in fact, it becomes more a question of educating than teaching. The Views of an American Teacher. — Our contributor, Lida Rowland, teacher at the Kindergarten class of the Longfellow School of Teaneck, New Jersey U. S. A., a lady who has had considerable experience writes as follows : Visual education has a very important part in helping to carry out activities in the kindergarten. One of the most direct and effective ways of imparting truths to children between the ages of four and six is through pictures. Personal experience is recognized as the most desirable means, and this is carried out in the kindergarten whenever possible. But much of the course of study is made of subject matter, which a'though well within the scope of the child's understanding, would be impossible for it to experience through its own participation. The children are interested in wild animals. The ideal way to meet this situation is to visit the Zoo or circus, after which, provide the children with pictures, using lantern slides or preferably moving pictures. Here they have the opportunity to study, to discuss and to become more thoroughly impressed with wild animals in their entirety. The children are interested in the heating of their homes. Through the use of the cinema, they learn exactly how coal is produced from the mines and put into their cellars. They are interested in the way their homes are built and again, through visual aids they are taken to the wood-cutters camp in the forest, then through the lumber mills and so on to the home. In this way many of the units of work, are made real which otherwise would remain vague and wholly outside the experience of the little child — for it must experience for itself or must see for itself. Visual Aids can make it possible for a number of children to see a picture at the same time. This is of value for it adds to the enjoyment of looking at a picture as well as affords an opportunity for discussion and expression. It also gives an opportunity for training in careful observation. There