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CINEMA PROGRESS
real in such a way as :o develop a right and wrong code of ethics.
3. To make them able to use these principles intelligently in everyday life. Miss Brown has her students keep a notebook of newspaper and magazine reviews of pictures, which they study for two weeks before going to see them. The students then write their own reviews and compare them with the others.
"Each one realizes that he wants certain things out of the picture," explained Miss Brown. "If he finds he can discover this in the reviews, he will look for what he wants before he goes."
To analyze the picture they saw, Miss Brown divides her students into groups, each studying a particular phase of production. Information is obtained from libraries, studios, speakers, and other sources.
"If they can understand a picture and find out about its construction, they are no longer controlled by their emotions," she explained.
As a result of the convention's discussion of the audio-visual education problem, a committee of prominent administrative officers and teachers was formed, under the auspices of the American Institute of Cinematography, to hold monthly meetings and to send mimeographed reports to school officials.
Pointing out that "there is a definite charge on boards of education to see that information is up to date, authentic, and available," Miss Marion Clint Irion, of the department of audio-visual education of Los Angeles county, hoped the Association for Visual Education could formulate standards, selection of materials for instruction, the equipment minimum.
a financial program, and some practical suggestion for training, so that "these boards of education could be broadened into securing such a service."
That there is a definite need for audiovisual aids in the modern educational system was indicated by Miss Lillian Lamoreaux, curriculum supervisor of the Santa Barbara elementary schools, who declared :
"The films must help us bridge the gap between life and school . . . they are of use in the curriculum in presenting different types of lessons in research, and in enlarging our viewpoints. We can get help from films because they are ahead of the publishers."
School Experiments With Movies
Experimental motion picture classroom instruction for pupils in their teens will be tried this year in three Philadelphia schools. Sponsored by the Progressive Teachers Association, the movement will be pioneered in the Friends' Central school, the Oak Lane school, and the Cheltenham Township high school.
Selected sequences from commercial films will be shown to "help adolescents solve their personal problems and develop a keen insight into human relations and needs," leaders of the experiment explained.
What They're Saying
"The difference between producing a stage play and producing a motion picture is the difference between painting a picture and making a mosaic." — Herman Biberman, former New York Guild member, now at Columbia Studio.
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