The Educational screen (c1922-c1956])

April, 1930 103 Motion Pictures in a Junior High School Clifford S. Bragdon Principal Central Junior High School, New Rochelle, New York SOME may contend that the use of Motion Pictures in schools is just another modern fad for the purpose of amusing the pupils. My experience shows that, with careful planning and proper selection of material, motion pictures may prove a distinct improvement over older methods of instruction as well as an important supplement to other approved methods of classroom teaching. I shall endeavor to prove these two assertions by describing the plan used in my school, a Junior High School of nine hundred pupils. First, let me state that our auditorium is equipped with two firstclass machines in an asbestos lined booth for standard 35 mm. films. But the inconvenience of securing a licensed operator, as required, during school hours, and the expense of rentals of standard films combined to keep the machines idle except for an occasional assembly program or a program for which an admission fee was charged after school hours. It was not until our Parent-Teacher Association presented our school with a Bell & Howell Filmo projector for 16 mm. films that the value of motion pictures in teaching History, Geography, Science, and Health began to be realized. We found that the operation of this projector was so simple that almost any teacher, or even a Junior High boy with some mechanical aptitude could readily learn to operate it, thus making it possible to use the projector at any time, a most important factor in any teaching device. We also found that there was an abundance of excellent educational films available in the 16 mm. size and at a low rental so that the expense was not a deterrent factor. Moreover, a trial proved that this type of projector was equally adapted to a single classroom or to a group of several hundred in the auditorium. Our plan of procedure was as follows : all teachers were supplied with an outline of the proposed film program with subjects and tentative dates for each film ; also with a digest of the important features of each film several days before it was to be shown. This made it possible to arrange the classroom teaching so as to prepare the pupils for the film, thus bringing them to the auditorium in an excellent attitude and eager to find out for themselves what they had already been taught to look for. Ha Geography film was to be shown, all seventh-grade pupils went to the auditorium and witnessed the showing of the film, the total time required being about twenty-five minutes or one-half of the period. Then all went back to their respective rooms where the main features of the film were discussed, checked up with the outline previously given, and thus fixed in mind, as we believe, more firmly than would have been possible by class-room study alone. If a History film was to be shown, then all eighth-grade pupils were sent to the auditorium and a similar procedure followed. The Science films were shown to seventh, eighth, or ninth grade groups, according to the nature of the film and its bearing upon the class work. Sometimes two grades would be combined. Not less interesting and valuable from the teaching point of view were the films on health and hy giene, reenforcing in a most effective manner the teaching of the physical training instructors concerning posture, diet, exercise, communicable diseases, etc. When the series as planned came to an end, the pupils were asked to write frankly their opinions of the value of the films to them. They were unanimous in saying that they had not only enjoyed them, but had received much benefit from them. Furthermore, they recommended that more films be used in the following year. But the greatest thrill of all came as a climax to the program described above, when we borrowed a motion picture camera and made a film in which our own pupils were the actors. Every Junior High School has clubs for improving the social contacts of its pupils, as well as for putting more life into classroom activities. Our Classical Club worked out a simple yet interesting project based on "The Story of Atalanta". About thirty-five pupils took part, in costumes made by themselves with some help from their parents. Five scenes were produced, depicting: first, Atalanta's Childhood ; second, Consulting the Oracles ; third, The Suitors ; fourth. The Race, including the Episode of the Golden Apples; fifth, The Wedding. When these films were shown to the entire school in an assembly, the enthusiasm was indeed intense and we realized as never before the possibilities of motion pictures in arousing interest in -all phases of school activity. One very practical result of this experiment was the interest aroused among the parents so that our Parent-Teacher Association voted money for the purchase of a good motion picture