International Review of Educational Cinematography (Jan-Dec 1934)

SOUND AND TALKING FILM 25 portant things in every field of science can be projected, with explanations by competent instructors, either men of science explaining their own work or eminent pedagogues speaking of the film. But in this case also we have to combat the objection that it constitutes a means of eliminating the teacher. On the contrary, an intelligent teacher will be able to make use of the projection by basing on it afterwards a lesson completing the film with explanations suited to the special mentality of his pupils, in order that the film may thus yield its maximum pedagogic value. A method that, so far as I understand, has been used for the first time in America, should be mentioned here, for it completely utilizes the value of such films. The film is first projected together with the sound comment of a competent man of science or pedagogye ; the teacher then has it projected a second time without the comment, which he himself replaces by an explanation of his own during the projection. The film can then be projected a third time or even more times as a silent film for repetition purposes, giving the pupils, by means of questions and answers, the possibility of gaining the utmost pedagogic value from it. e) Which of these two Kinds of Film is considered MOST USEFUL IN THE PEDAGOGIC FlELD ? — They are equally useful and are both absolutely necessary for modern teaching. f) Value of Sound and Talking Films for Propaganda in General ? — It is difficult to answer this. Propaganda, according to the general opinion of those concerned in teaching, should not be brought into schools. It has been known for long past that an extraordinarily efficacious propaganda can be made by the sound and talking film outside schools ; a propaganda that is much more efficacious than that of the silent film or newspaper or other costly advertisement. The enormous increase of films with an advertising scope that we see in public cinemas is sufficient proof of this. Such films must, of course, be prepared with taste and be amusing without being immoral. SOUND AND TALKING FILM IN TEACHING (Editor's Note) Recent studies of the I. I. E. C. have led us to divide " sound film " and " sound and talking film " into two different categories so as to be better able to ascertain their respective value in teaching. It is now clear that the sound film, which gives at one and the same time visual and aural impressions, is more expressive, more natural and more real, and produces in children s minds profounder and more numerous impressions. The noises of the sound film — if suitably adapted — give the best effects, and make the film less monotonous and more natural. They keep the attention alive, which renders understanding much easier. The chi'd who follows with the liveliest interest all the manifestations of human progress, may be said almost to vivisect those phenomena which strike him particularly in the course of his studies. How can he remain indifferent in view of his natural, insatiable curiosity in the cinema with its inexhaustible source of cognitions and experiences ? Synchronization has added a lot to the pedagogic film, rendering it livelier and more realistic. The synchronization, should, however, be perfect, and the experts must continue their researches indefatigably, so as to get rid of those failures and faults in registration and reproduction which still exiit today. A bad synchronization can produce such an effect on the brain that it can cause a headache, and render it impossible to follow the action of the film nullifying its fine effect. Care should alsi be taken to see that the various noises reproduced are true to life and not given with too loud or exaggerated a tone so as to be deafening. Besides really causing fatigue, such badly reproduced noises can have a deleterious effect on the nervous system. The registering must be perfect unless we want a film to be classified as a bad film, although it may be excellent from the didactic point of view. The sound should be reproduced to such perfection that it seems absolutely natural, if it is to add to the illusion of reality in the picture. What are the possib'lities of the sound film in teaching ? It is first of all extremely useful to give the pupil a musical culture. Equally, or nearly so, is it for the plastic arts and in special branches of science such as zoology, botany, farming, astronomy, etc. The vision of atmospheric phenomena, the practical demonstration of the biological cycle of insects, birds, domestic animals, wild beasts, reptiles, etc. can be interpreted by the sound film in all their interest and in such a way as to strike the imagination of the young pupil whom it is desired to teach. In this way we are able to place the child's mind in direct contact with nature, in the certain know