International Review of Educational Cinematography (Jan-Dec 1934)

SOUND AND TALKING FILM 19 primary child, while " stills " are inadequate where movement is an integral factor. Excursions, moreover, may be time-consuming and expensive, and the pupils are likely to receive unsatisfactory impressions of many of the phenomena experienced. The educational talking picture had advantages far superior to those of the ordinary visual aids. It guarantees within a comparatively short period of time a vivid and accurate protrayal of important persons, places, objects and events. It is not limited by the boundaries of time or space, and can utilize the combined effects of those important senses — sight and hearing. Such films are receiving a special impetus in the higher grades, but how much more valuable can they prove in those grades where the printed word has least influence — the primary grades ! Recognizing the need for sound pictures in the primary grades, research has been conducted in order to determine what subjects best lend themselves to production at this level. The following elusions have been arrived at : Primary children are interested first in the immediate environment — home and immediate community — with a gradually developing interest in factors outside their local communities affecting their lives. There is indicated a developing interest in natural objects and natural phenomena and in human beings in the primary grades. Since the investigations in children's interests indicated the importance of the natural and the social sciences in the primary grades, analyses of recent courses of study in these two fields were made. Following is a summary of those objectives which can probably be achieved with the aid of educational talking pictures in the primary grades : attracting attention to immediate environment ; fostering increased interest in immediate environment ; stimulating powers of perception and observation of immediate environment ; enlarging the immediate environment ; aiding in the cultivation of a social sense ; developing an historic sense ; developing, understanding and appreciation of people in other communities and of other lands ; cultivating an appreciation of interdependence. The researches undertaken in all forms of utilization of the film have led educationists, including ourselves, to lay down the subjects which may be considered most useful and interesting for talking pictures. It became a point of finding out if some of the pictures made for the intermediate grades of scholastic life could be adapted to the primary grades. It was considered advisable, in order to arrive at a definite conclusion, to carry out an experiment which took place between the pupils of two different schools. The pupils in each of the primary grades were presented with one of the following four talking pictures : The Frog, Plant Growth, the Dodder, and Fungus Plants. Before each representation the pupils were asked questions concerning the subject of the picture in order to determine their initial knowledge. No other introduction was made. Immediately after the presentation, the pupils were asked to tell the story of the picture. A questionnaire was sent to the parents the week following the picture presentation. The questionnaire results indicated that the primary grade pupils on the whole were very much interested in these educational talking pictures ; those in the second and third grades considered it a high-spot of the week's school activities. Other points and results appeared in the course of the experiment. If some explanations had been given beforehand to the pupils on the photographic processes used, on micro-cinematography, the slow motion camera, accelerated running of the film, etc. the scholars would have derived greater advantage, and many erroneous impressions received by the pupils would have been obviated. Natural history films in particular require an inquiry into the pupils' knowledge in that field and also a careful explanation by the teacher. The experiment showed the utility of explanatory leaflets, both for teacher and pupil. Presentations of the talking picture may correct mistaken ideas, stimulate discussion and crystahze concepts gained from study of the unit. It was proved that the film should be presented in a clear fashion with clear comment. It was also plain that : (a) the picture material should clearly stimulate the attainment of the primary grade objectives and be authentic without giving undue stress to storybook costumes ; (b) that the lighting should be suited to the projection and the picture-making perfect, while the same format should be used to avoid distracting the pupil ; (c) scenes not to be too long ; (d) natural or dubbed sound should be used wherever practicable ; (e) there should be a generous use of repetition when it seems advisable or necessary.