The audio-visual handbook (1942)

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The Status of Audio-Visual Instruction 23 factory, and early motion pictures were thought by him to have no great commercial or educational possibilities. A group of small but enterprising merchants and peep-show operators had a different idea, which later developed into the great motion picture industry of today. But pictures and sound were developed separately until the appearance of synchronized sound motion pictures, about fifteen years ago. The reunion was reasonably satisfactory and was developed into the fine sound motion picture of today. Following in a year or two, sound pictures for educational use were developed. Some believed the sound film would soon replace the silent among schools, as it has among theaters. This has not occurred, but there has been unmistakable progress in both production and utilization of motion pictures — silent and sound. There is a tendency toward the greater use of sound films, except in those situations where sound does not contribute to the instructional value of the picture. Sound picture enthusiasts have stated that silent educational films are as old fashioned and ineffective as silent films for entertainment. Silent picture enthusiasts have maintained that the sound picture tends to interfere with the participation of the classroom teacher; is not as effective as the silent film in presenting many subjects; is more complicated to use; and is more expensive for both films and equipment. There are many others, increasing in number, who believe that both sound and silent motion pictures have a definite place in the instructional program. They believe that some motion-picture lessons should be presented on silent films, supplemented by pupil or teacher explanation while being projected. They believe that in many instances the teacher who is familiar with the background, training, and objectives of her class can fit the film into that situation better than can some lecturer who does not have this information. On the other hand, they believe that certain scientific or technical films can be explained more effectively and more accurately by leading scientists and technicians. They believe also that illustrative or related sound is necessary to convey the full meaning intended for the pupil in the classroom. These persons are securing equipment which will accommodate both sound and silent films, and are using both. These same school administrators, supervisors, and teachers are making use of other sound and silent aids wherever they may seem to add to the effectiveness of instruction. They are using phonograph records, radio programs, school radio-sound systems, sound re-enforcing equipment and recording equipment, with greater frequency and