British Kinematography (1953)

June, 1953 THE MAKING OF EDUCATIONAL FILMS 179 educational film unless it reveals some essential point in the subject. All too often shots are left in the picture as an easy way out when their proper place is in the bin. Perhaps that is why we so often see shots of cranes lifting bales out of a ship's hold, or shots of machinery merely whirling round. These visual cliches are far too common and usually indicate that the film maker is bankrupt of ideas. Nothing is more damaging to instructional effectiveness than shots which have no significance in the subject to be taught but are included to satisfy the cameraman's ego. Every shot should be examined to see if it contributes vitally to an understanding of the subject ; if not, it should be rejected, however alluring it may be. In certain types of film, such as those for teaching a process or some form of manual dexterity, it is often better to place the camera in the position of the person performing the task rather than, as is more common, in that of the observer opposite him. This has been described as the 0° camera angle as distinct from the 180° camera angle. Further experimental work might well be done on this aspect of the cameraman's task. The camera has the most important role to play in the making of effective instructional films, for effectiveness depends primarily on the strength of the visual presentation and to a much lesser degree on the commentary. If the pictorial presentation is not the essential part of the instruction there can be no justification for the trouble and expense of making the film. Use of Colour Since comparatively few instructional films have been made in colour, due to the higher cost factor involved, it is unsafe to draw general conclusions about the contribution which colour can make to instructional effectiveness. Although it is undoubtedly popular with students some people regard colour as a distraction. There can be no doubt, however, that it reinforces the visual effect when colour appreciation forms part of the subject ; for example, in the E.D.A. film Electricity and Light dealing with electrical discharge forms of lighting. Another good example of the value of colour is the recent series of films by the Shell Unit on the life cycle of three pestsred spider, winter moth and raspberry beetle. Here, colour is a real aid to the recognition of pests, from larvae to maturity, especially when, as in this case, it is supported by authentic coloured backgrounds. There is much to be said for the use of colour in animated diagram work and maps, where otherwise one must rely on varying tones in black and white to differentiate the several component parts. Of the comparative effectiveness of colour and black-andwhite, however, judged from the instructional angle, little can be said until there has been an opportunity for further research and experiment. Negative Teaching A fruitful topic for argument is the desirability or otherwise of teaching by showing the wrong way — in fact, how not to do it ! This problem frequently arises when the film is intended to demonstrate a fairly complex skilled operation ; for example, the use of a lathe, or some athletic activity such as bowling or batting. The concensus of opinion seems to be that it is better to illustrate the correct way, but there is a strong minority opinion which holds that it is desirable to show the errors a beginner is likely to make in learning to perform a task. It is obviously most important that the final impression conveyed should be the correct way. This is exemplified in the E.F.V.A. film Cricket Batting Strokes, where the instructor moves among his class correcting positions and demonstrating the proper stance, position of arms and feet and the holding of the bat. Cartoon and Diagram r. Live Photography Improved techniques in the making of animated drawings assist greatly in making instructional films more effective. There is no rivalry between this form and live photography, for there is a place for both. Notably, the use of diagrams enables much clearer teaching to be given in Science, Geography and several other subjects. For example, in presenting studies of Electricity