British Kinematography (1953)

78 BRITISH KINEMATOGRAPHY Vol. 22, No. 6 and skills and to develop personal attitudes and opinions. The function of the editor is an important one in relation to tempo. The intention of the director to maintain a steady rhythm and a clear logical development in his film can be entirely frustrated bv a lack of understanding bv the editor of the importance of this objective. This does not mean that the editor has little or no contribution to make. However good the script and the direction, improvement can come from re-arrangement of sequences or parts of sequences. A too rigid adherence to the pre-conceptions of the script in these circumstances will clearly have to be avoided. But the editor must be in general agreement with the view that for instructional effectiveness the tempo should be slow and with a rhythm which is clearly established throughout individual sequences and throughout the film as a whole. Repetition To some extent the dangers arising from a too quick tempo can be overcome by repetition, but in any case repetition is an important instructional device. Apart from repeated showings of the film, repetition of a sequence which may be difficult to follow is desirable. Here again, as in -the case of slow tempo, there is often resistance from the film technicians on artistic or aesthetic grounds. The primary object of the producer of an instructional film is to teach and not to produce a work of art : if he succeeds in doing both so much the better, for there is nothing mutually exclusive in these two aspects of film making. It is a good plan. having described a sequence, for the commentator to say — " Watch it happen again " — and then to keep quiet while it is shown. Amount of Commentary This leads to a consideration of the amount of commentary desirable in an instructional film. Many films are far too tightly packed with commentary for effective results, so that the pace of speaking is too quick and there are no pauses for the eye to concentrate on the visual action. The commentator should speak at a normal conversational pace — sentences should be clear and short and generally should deal with one thought only. There is a tendency, which must be firmly resisted, for people to insist that points which cannot be made in visual form be covered by additions to the commentary. This is one of the main reasons for overloading and it is disastrous from every point of view. The mixing of commentary with background music is to be avoided and, where effects are necessary, they should run clear of the commentary and not be mixed with it. This is particularly important when you bear in mind that the completed film, having been reduced to 16mm. form, will be projected in the classroom on an old machine, by an inexpert projectionist, in indifferent blackout and in a room where acoustic conditions are poor. Use of Camera The best instructional films are those with clear well lit visuals and good picture composition, in which the camera concentrates attention on the essential point to be observed. Unusual angle shots, so beloved by some cameramen, are bewildering to young people who can easily lose the instructional line of thought. It is often found that panning is confusing unless there is a recognisable object to follow throughout. Camera tricks — as distinct from clever use of the camera — and " arty " optical devices have no place in the instructional film, the main characteristic of which must always be simplicity. This does not mean a dull pedestrianism : quite the contrary, for the achievement of simplicity in film making calls for the highest degree of skill and knowledge of the medium as well as of the subject being filmed. While long shots have their place, particularly as establishing shots, closer shots are generally better as they help to rivet the attention on essentials. The use of an occasional long shot sometimes gives a muchneeded moment or two of " rest " from the hard thinking and concentration in which the viewer is involved. A shot with excellent photographic or artistic qualities does not justify its place in an