The educational screen (c1922-c1956])

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School Department Conducted M. E. G. Can the Movies Teach? Rowland Rogers, Ph.B., J.D., Instructor—Motion Picture Production, Columbia University rHE schools of at least thirty-four cities are reported to be using motion ctures for instruction. Some have reg- ar class room showings using films lapted to the topic being studied. Oth- s use the movies for general gatherings the assembly hall. There has been a msiderable beating of tom-toms by the oducers of so-called educational pic- res. They had displayed a vast en- tisiasm in the selling of their wares, efore however, the school authorities, eluding Boards of Education, superin- ndents, principals and teachers adopt e movies as an invaluable aid to visual struction, there must be scientific proof irnished of their utility. Some investiga- Dns have been made and some measure proof furnished. The complete evalu- ion of the movie is still to be made. Here are some of the problems which jed not be or which should be solved. 1. It is unnecessary to consider the otion picture as a substitute for the acher, as all thoughtful people realize lat the movies are merely a tool in the acher's hand. 2. The irotion picture is not a substi- ite for the textbook. Each tool, the ixtbook, the slide, the film, has its roper use. They are as distinct in use > are the carpenter's saw, his hammer, id screw driver. The stimulus of the xtbook or slide is static, that of the ovie kinetic. 3. Motion pictures should be tested as > their ability to present facts. These •sts might determine the vividness of the impression, its uniformity of compre- hension among all the students, the length of time the impression lasts, etc. 4. The movies should be tested as to their value to stimulate independent and constructive thinking on the part of the student; their ability to make him ask questions and wish to know more; to put into action or practice what he has seen. 5. One problem is,—what classes of subjects, as science, language, history, etc., are best and least adapted to motion picture presentation? 6. Motion pictures have not only an intellectual but an emotional appeal. It may be possible to motivate the educa- tional message with some of the funda- mental instincts and emotions to make and create impressions which may be standardized, uniform, exact and lasting. The method by which these impulses may be evaluated, presents difficulties. The creation of such a method is fundamental to a complete and adequate appraisal of the value of motion pictures in education. 7. Motion pictures may furnish a back- ground or set forth specific instruction. You have often noticed that the ordin- ary camera man in making his scenics brings into the picture life—a dog, a horse, a man, etc. The reason is simply this,—without the living creature the scene is simply a picture; with the living picture, through some strange affinity that life has for life, it becomes an ex- perience. The beholder lives in the pic- ture. His attitude ceases to be objective and becomes subjective The value of ex- 263