The Educational screen (c1922-c1956])

January, 1934 Making an Educational Movie CHARLES A. GRAMET WHY MAKE pictures ? Have you thought of making an educational movie? So many teachers own cameras thai it is somewhat surprising that we have nol had more pictures from them. Here is an opportunity to combine vocation and avocation, to the improvement of both. I have been persuaded to tefl of my experiences because I believe thai in doing so I may persuade others to do likewise and thai the resulting exchange of ideas will he profitable to all concerned. "Why". I have been asked, "should we as amateurs compete with professional commercial companies? And how- can we with our limited facilities and equipment pro- duce pictures comparable with the commercial pro- ducers?" In pictorial photography amateurs compete very successfully with professionals. In the opinion of many competent critics the hetter amateurs outrank the hetter professionals. It is my belief and conviction that in the field of teaching pictures we have a great opportunity to improve the character of teaching films. Xot equipment hut ideas and organization are needed. In this paper I shall present principles and practices resulting from my own experiences. In subsequent papers I shall illustrate these principles more fully with reference to several pictures that I have pro- duced. If this article provokes thought, activity and production I shall feel satisfied that I have contrib- uted to the improvement of visual instruction, a field in which I am vitally interested. Motion pictures are still a novelty in teaching. How many teachers use them effectively? Many whose traditional methodology is excellent, fail hadly in using this new tool. The inherent entertaining character of motion pictures appears to take precedence over their use as teaching tools. Frequently the picture itself is at fault. The organization, development or content do not lend themselves to use as part of the teaching process. A large percentage of commercial pictures fail to realize these potential values and there are few pictures but could he improved by the appli- cation of sound teaching principles to their construc- tion. It is my belief that the capable, experienced teacher, with an interest in and some ability in picture making, can make a definitely worthwhile Contribu- tion in this field. Developing the Film Lesson Planning a motion picture lesson is very much like planning any other. We first select the topic. If the subject is to he represented by motion pictures it should naturally be one in which the elements of time and motion are essential for comprehension. We should ask ourselves "Is a motion picture necessary? Would not a slide, chart, diagram or etdarged picture do as well? Would not the material itself be better? Is it the best available aid?" Any picture is only a substitute for the real thing. Not every topic is well represented in motion pictures; nor do many topics require such representation. Only where this type of presentation would give a clearer concept than any other the topic is a suitable one for a motion picture lesson. To get the interest of our heterogeneous and often ill-assorted groups of pupils most lessons require motivation. Usually when a class learns that a mo- tion picture is to be shown interest is readily aroused. The kind of interest that we want, however, must be real, not artificial or superficial. The interest must be in the subject or problem and must beget attention directed to the solution of the problem that is being studied. Thus we can and should picture a motivation for the lesson. The selection of material depends upon the aim of the lesson. For a review lesson we can include con- siderable material; for a new subject we must limit the number of ideas or concepts to those which the class can master or assimilate in the period of the les- son. It appears to me that the available teaching films suffer from the fact that they contain more than can be taught in one lesson. We cannot defend them on the basis that they are review films because many of them are needed for and designed as films to illus- trate the original presentation of the subject. It is at this time that pictures are so often needed to clarify, explain, illustrate and translate word or auditory images into visual images. Select, then the ideas or concepts that are to be presented in the lesson and plan your film around these, excluding extraneous material. This implies that the same pictures or "shots" may- be used in different organizations for different pur- poses. A film may be used to provoke interest in a unit of content; to illustrate ideas or concepts that are presented as new material; to review a unit of content: to broaden the point of view and stimulate interest in related topics. The organization of the film lesson must he planned to accomplish the aim. We expect that, as a result of every lesson, some- thing is accomplished, If it is the mastery of a prin- ciple we expect a generalization; if it is the acquisi- tion of necessary information, drill or review; if it is the solution of a problem, an application step. The film lesson, too, should conclude with a generaliza- tion, review or application.