International Review of Educational Cinematography (Jan-Dec 1934)

SOUND AND TALKING FILM 17 The educational value of the film can be considered in relation to its organic development and in a just observance of the relations existing between the type of dialogue used and the audience for which it is intended. Due account must be taken of illumination, synchronization and volume of sound in reproduction. In measuring the effectiveness of an educational talking picture, its contribution to the general field of educational curriculum should be analyzed as well as its general value to related fields of study. Sound pictures which are entirely separate from desirable school curricula are of very little use in the promotion of an educational program. Every talking picture should also be measured with due reference to its general effectiveness both as a teaching device as well as an instrumentality which leads to higher and better appreciations in general fields of human activity. Professor N. L. Engelhardt points out that the questions he discusses only constitute some of the aspects which we must take into consideration in using the talking film in the didactic and educational field. Many other problems have to be faced and more will present themselves as time goes on. These will all have to carefully considered and valued. Progress will have to be by steps. More than four and a half years use of the talking film in education have shown that it has an important and lasting place in social life and that educationists ought to know how to appreciate its merits and usefulness if they want the educational film in general to assist the progress of mankind. THE USE OF TALKING PICTURES IN THE ELEMENTARY SCHOOL Mr. James A. Brill of Erpi Picture Consultants Inc. forwards us the following report dealing with themes under consideration by the Cinema Congress. Interest in the utilization of talking pictures in the elementary classroom has shov/n steady growth within the past two years. This has been due in part to the rapid development of really educational films, and in part to the improvements in projection equipment. Of no little significance in this development was the initial enthusiasm with which the first educational talking pictures were received by the school field. Opinions of educationists amounted to a consensus that the talking picture would " bring the world to the class-room, would be a most realistic vicarious experiment, and would greatly aid in the pupil's development of concepts, attitudes and appreciations ", while it was at the same time asserted that " the vividness of its style of presentation would increase the effectiveness of learning . Endorsement for certain of these subjective prophecies regarding the new medium has been given by the results of objective studies, while further experiments have demonstrated that the wide-spread use of the talking picture in our national schools will prove a virtual necessity if their potential qualities are fully to be realized. The first few years of experimentation have shown that the objectives of the talking picture as an educational medium must be clear, valid and of proper scope for the course of which the picture is a part. Picture, sound and content must be appropriate, accurate and thorough. Technical audio-visual elements must conform to the best standards of photography and sound recording. To achieve these standards the development of a worth while educational picture begins with the analysis of subject matter and the grouping of these topics into instructional units. From these are then sifted out those topics which can best be attained in talking pictures. They are regrouped into continuity form, and this is checked by both educational and production specialists. Supplementary printed matter is prepared to make the most effective use of the picture in the class-room. Regardless of the size of the school system, the audio-visual program must include administrative services, directing and coordinating the various educational and mechanical services. The educational services include general supervision, instruction of teachers in use of the medium, integration of sound pictures with the curriculum and the selection of sound pictures. The mechanical services include delivery and operation, clerical work and storage and repairs. Ice ingl.