The audio-visual handbook (1942)

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Types of Visual Aids and Their Uses 103 to analyze. The same device may be used to speed up action to the point where a normal life cycle of a plant, for example, can be presented on the screen in a minute or less — action which would be much too slow to be perceived by the eye. Similarly, it may be used to stop the motion of a moving object at any desired point for study. And by use of the animated drawing, it can bring before any group clear representation of action which would be invisible to the unaided eye. A steam turbine, for example, appears to be just a huge metal case in which something is happening to turn it as steam passes through it. Watching it might give the pupil all sorts of misconceptions. But a simple, animated drawing of what happens inside the turbine may present this action in a manner which will be intelligible to all. The motion-picture camera, with the aid of the microscope, can be used to record and reproduce the normal action of life forms much too small to be seen by the unaided eye. Furthermore, these animalcules in action may be projected to a screen, greatly enlarged, for concentrated group study — a thing which cannot be accomplished in any way except through micro-projection. By this same process, the eye of a fly may be made as large as a balloon; the head of an ant may be enlarged to fill a space six or eight feet in diameter; the blood stream in a capillary can be enlarged to the size of a small brook; and a Paramecium can be made as large in appearance as a small boat. The motion picture may be used to present animated diagrams or statistical data in such a way that they will form an indelible impression upon the audience. It may be used to provide a brief survey of broad topics. With the various tricks of motion-picture photography, it may be used to clarify impressions concerning almost any situation where motion is necessary to convey the message correctly. It can bring all parts of the world to the classroom. It can present in normal motion the many life forms which could not be brought to the classroom and to which it would be difficult or impossible to take classes or other groups for direct study or observation. It is the nearest approach to reality in studying objects in motion and, in some cases, proves to be more effective. It would be unfair to pay all these glowing compliments to the motion picture without calling attention to some of its shortcomings. The motion picture, at best, is but a substitute for the actual experience. If it is possible to study life forms in their natural surroundings, the school journey should be utilized instead of the motion picture. Furthermore, the motion picture should be employed only in those