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122
VISUAL METHODS OF EDUCATION
H. E. Dance, A.M.I.C.E., M.B.K.S.*
Summary of paper read at a joint meeting of the Royal Photographic Society with the British Kinematographic Society, on the 21st January, 1947. Reprints have been sent to members of the Sub-standard Film Division, and are available free of charge on request.
IN his introductory remarks, Mr. Dance classified his subject under three -* headings, first, direct observation ; second, personal communication, in relation to speech and teaching aids ; and third, remote communications such as printing, kinema, wireless, television, etc.
The first group fell outside the present discussion. Visual methods in the second group were used by the teacher to assist in the conveyance of ideas with greater precision and attraction. This was the group on which the present discussion was to be concentrated.
In the third group the material was designed for an average audience of such material. Only in the case of printed matter was reference at all easy ; footage numbering of film would facilitate reference.
Classroom aids could be specified under the following headings :
1.
Specimens.
8.
Standard Slides.
2.
Models.
9.
Miniature Slides.
3.
Books and print.
10.
Film Strips.
4.
Episcope.
11.
Kinematograph film
5.
Display panels.
12.
Special apparatus.
6.
Charts and Diagrams.
13.
Visual units.
7.
Chalkboard.
The standard lantern slide best served the purpose for the display of still photographs, but was costly, involving postage and packing, and circulation was limited. It was likely to be displaced to a certain extent by film strips. Children should be encouraged to look at a film or film strips in the same way in which they referred to the books in the school library.
Negatives of film strips could be reproduced at low cost and high speed. A set of 40 pictures could be delivered to a school at prices ranging between 7s. 6d. and 12s. 6d., and the material could be left in the school after use. Pictures, however, were costly and the original film strip containing 40 pictures might cost £200.
The mere fact that there were 40 pictures or so in a film strip would mean that the teacher might find himself showing a sequence which he did not want, but cutting and mounting as slides could solve the problem. The filing of film strips presented certain difficulties which would be regulated by the teacher.
The projector with a long throw was of little use to a teacher in the class room ; what was required was a projector of short throw, under one's hand. The picture should not be projected in full darkness nor on to a white screen, but under conditions in which one could work as a teacher. The teacher should be able to see the children and vice versa, but some control of lighting was essential both from an educational and photographic standpoint.
In the discussion which followed, Mr. Calvert pointed out that Mr. Dance had not mentioned in detail the individual costs for teachers who made their own material. Double frame film strip cost 4Jd. per picture for the negative and 1 Jd. for the print, so that each picture cost 6d. A group of teachers sharing the cost per picture would reduce the price to 2d.
* Ministry of Education