The Educational screen (c1922-c1956])

February, 1934 Page 41 teaching. Usually the developmental, cooperative type of lesson is productive of the l>est results. I believe that t<"> many of our pictures today merely tell through their titles; they do not beach, stimulate thought or engage the active attention and cooperation of the pupils in the learning process. The number of titles should not be excessive or else the film lesson will be comparable with one in which the teacher talks throughout the period, to the ex elusion of the pupils. The film must be a picture of things, processes and activity, not of words. If the continuity is carefully developed, fewer titles will be necessary. Twenty five per cent of the film given to titles should prove altogether adequate. Commercially, in entertaining pictures, about V> a second |>cr word is allowed and unless the words are technical this should be enough in teaching films. Costs This problem has been deferred because it is so difficult to answer. How much does it cost to make a film? Who shall bear the cost? The cost of a film depends upon many factors. The length is tin first. One hundred feet of film costs about $5.00. The standard teaching films are about four hundred feet long. We should count on taking twice as much film as we use. Add about ten dollars for titles, a few dollars for lamps and incidentals. And in the end you will probably have spent more than you estimated. The cost of the equipment is not con- sidered at this time. It may be objected that a commercial film can be bought very much cheaper, without any investment in apparatus or labor. The making of these pictures is not described as a money saving device. I am pri- marily interested in improving teaching pictures. In fact, however, we may save money at the same time. A good picture will yield many prints, so that many schools may share the benefits. The cost of pro- duction can thus be distributed. My experience and knowledge indicate that it may not be advisable for a school to purchase equipment unless some teacher has shown special interest and aptitude and there is some assurance that that teacher will remain in the school long enough to make use of it and to interest other teachers in it. In larger sys- tems the equipment may be owned and housed cen- trally and loaned to schools for productions, (ieneral organizations and professional societies should con- sider the advisability of financing such enterprises as contributing to better teaching. I am dealing, however, with realities and therefore this article is addressed especially to those teachers that own cameras and would be interested in such a project as i^ herein described. The estimated cost should be from $50.00 to $100.00 dollars, a not in- considerable sum in these days of rising costs of liv- ing, of declining dollars and threatened salaries Those of us who play with pictures as a hobby will probably make sacrifices to make them. One picture a year may not prove financially prohibitive. If we shall contribute to the improvement of teaching we shall reap a double reward. And perhaps we shall be able to interest commercial producers and have some of our bread return to us on the waters. For the 16 mm. film of today yields pictures that project perfectly in the classroom and very acceptably in large auditoriums. Talking Pictures A number of teachers who may have been interested in making such pictures may have abstained from do- ing so because of the fear that the sound pictures would make their efforts obsolete very soon. I have given this problem considerable thought and experi- ment. I have tried and used both the silent and talking pictures. A study has been made and will be, I am informed, soon published on the relative effectiveness of the silent and spoken title. It should prove very in- teresting. The best talking pictures that I have seen in the educational field, were good because of the photography and not because of the sound. It appears to me that where sound is essential in conveying the idea or forming the concept, it is an improvement in methodology to use it. Where the sound merely replaces the printed title or the inci- dental speech of the teacher I see little advantage and some possible disadvantage. It is well for the amateur to eschew for the present the first type of lesson. Per- haps later we shall find that such pictures too are within our powers. In the picture in which the sound consists of a lec- turer telling what is portrayed, we have an exemplifi- cation of the lecture method and such pictures will have the weaknesses of this type of lesson. It dis- places the teacher for the possible advantage of having an authority speak. I am inclined to feel that the loss of a good teacher's personality is not compensated by the questionable advantage. I am open to convic- tion and if it can be demonstrated that the same pic- ture used with similar pupils produces better results with talk attached than it would in the silent version with the help of a good teacher, I'll be convinced. Then I should arrange with one of the numerous com- panies that have been organized to do such work to "dub" a sound track for me, that is, to attach to my film the necessary sound. Sound should not deter us from proceeding with the making of good teaching films. Summary The principles, practices and suggestions given in this paper are the result of my practical experience in making pictures in science, using them in the class room, and studying the available theory and practice in movie making. To me these pictures are a happy union of my vocational and avocational interests. I trust that I may stimulate others to similar activity. and thus contribute to the improvement of teaching and to their own pleasure and happiness in riding their hobbv.