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THE CINEMA IN TEACHING
fore, I feel that the Cinema can be of inestimable value in making the Kindergarten subject matter real, interesting, lasting and worth-while.
Film Methodology for Infants. — We shall comment the foregoing briefly. Miss Rowland refers to certain characteristic possibilities in the teaching of infants by the film. As we pointed out at the beginning of this note, it is more a matter of education than teaching, though to some extent the two terms are interchangeable.
One special point that can be made is that for children, in the beginning of their studies, the sound and talking film can offer possibilities that far exceed those to be derived from it by older pupils. The infant is not capable, like the child or youth of criticizing what it sees on the screen, or what it hears through the sound reproduction, since its intellectual and spiritual capacities are entirely undeveloped. The clear explanation of things and the pictured surroundings can give an infant a much better understanding of the subject than the teacher's word.
The commonest sounds are accompanied visually by the phenomenon or being, whether animal or human being, that has produced them. The word, which in the case of infants need not be that of an expert, but should be as simple as possible, will give in a clear and comprehensible way the explanation suited to the childish minds preparing to receive their first impressions in the world of learning.
The cinema has also another great advantage for little ones ; it amuses them, renders their instruction pleasant, and makes them like the school and the teacher.
Questions of methodology do arise, however. There is that of the length of the projections. These should be very short, so as not to tire the children's eyesight and cause distraction and fatigue.
Sub-titles must be suppressed because the talking film supplies what they give, while comment should be suited to the mentality of tiny spectators. The pictures shown should deal with the simplest things in life and especially in a child's life with touches that may gradually lead to acquisition of knowledge. Sound and music may be given but not overdone, so as to avoid tiring the infants. There should be just enough to fill out the picture. The didactic lesson should be alternated with short, recreational scenes.
A well edited phonetic film may be shown for ten minutes with scenes containing animals, plants and objects (the fable type). Such a picture should be followed by an explanation by the teacher and a lesson, in which the children are asked questions. Run the film over again after the lesson, if necessary, and follow it up by an animated cartoon such as Mickey Mouse A programme like this will mean giving even the lowest grades the earliest and most delicate opportunities for assisting the teacher in his work by instructing, and by entertaining.
" There are present day forms of life and activity which the press ought to follow closely, forms that once did not exist, but now concern vast sections of society. The cinema is one of these forms, and interests millions of persons of every age and of both sexes ".
Mussolini.