The Educational screen (c1922-c1956])

Page 204 The Educational Screet action, the other half consisting of still pictures and sub-titles. The proportion is far higher in some in- stances. One film which is now advertised for rent or sale consists of 40.18% sub-titles, 52.85% still pictures, and only 6.9% action pictures (13). Using the categories, "action", "living things." "in- animate objects", and "locality", for the types of infor- mation in films, one experiment reports the film to be highest in its ability to present action, and next in its ability to present inanimate objects (machinery, fishing nets, etc.). The superiority of the film over other methods in this case is attributed to the ability of the pupils to see these objects in use (22). Another found the film inferior in dealing with objects, as compared with other types of instruction (5). Perhaps in the latter case, the using of the objects was not stressed. 6. The film is inferior to an actual demonstration in teaching how to perform an activity (e. g., labora- tory work, making paper boxes, mats, etc.) This ap- pears to be substantially proven (7, 15, 17). The only exception is in the case of teaching handwriting (16). At the same time, however, the film was found to be better than oral presentation. The inference would follow, then, that the only place for this tvpe of film would be instances where actual demonstration is im- possible or uneconomical. One experiment found si- lent films less efTective than identical lecture-demon- strations for presentation of specific knowledges (elec- tromagnetism. X-rays, wireless). Films presenting specific knowledges by means of demonstrations which could not be well presented otherwise, and which at the same time are more convincing demonstrations, would be justified, however. The film is shown to be desirable in a drill lesson only when it sets a model better than the teacher, or is able to present the lesson better than the teacher (1.2). 7. There is little or no advantage in presenting fa- miliar material—material that falls within the experi- ence of the learner—in a motion picture. It can equally as satisfactorily be referred to in oral instruction, and previous experiences and observations orally rear- ranged. Conversely, however, the film, under condi- tions described in No. 1, shows a considerable gain over the lecture in presentation of unfamiliar material (9). (In dealing with irrigation before some western classes, one need only refer to the familiar dams and irrigation ditches. A film would then be superflous. Eastern classes, however, might not have the back- ground of experience to form concrete conceptions of what was being referred to. In this case, the film could supply the concrete experience.) 8. The film is inferior in presenting collections of facts such as are usually exhibited in maps, tables and non-moving diagrams to a reproduction of the same data in static form coupled with explanations by the teacher (17). Obviously the film presents these in too hurried a fashion. 9. To be effective the film should provide for further pupil activity; should present a challenging probler (2, and by inference in others). 10. The lack of stimulus mentioned in No. 9 could be justified when the film is used to fulfill a felt need of concrete experience (2). (e.g., an animated diagrar of the heart valves in action or a presentation of th^ life history of the mosquito.) (Note: Does not No. 9 imply an aim to effec^ changes in conduct and No. 10 an aim to present factd only? Cf. No. 4.) 11. The optimum length of a film under different conditions has not been determined, but the genera tone of the remarks indicates a prevailing feeling thati the usual length (10-13 minutes) is too long (4, 28J and in summarv of conclusions from experiment ren ported in Freeman, F. N., Visual Education). 12. Students of lower I.Q. gain proportionately mor^ from the film as compared with other methods than do students of higher I.Q. This has been repeatedlv tested (4, 23, 24, 27, 28, 30), and a high degree of ir verse correlation has been found between I.Q. and' advantage gained from the film. This has been proved probably more significantly than any other conclusion reached regarding educational films. One investigator (24) reports that other instruction is as good as the film for pupils of high I.Q., and that the film is super- ior for pupils of lower I.Q. This might account for the superiority of the film in a class consisting of an approximately normal I.Q. distribution. 13. The mechanical details of the film have been investigated only to a small degree and objectively de- termined data reported in but one instance (1). The following conclusions were reached: a. Good lighting is a highly important element. b. Repetition of important scenes improves learning. c. Within the limits of general practice, the longer scene is better. d. The "close-up" is more eflfective than medium distance or long shots. e. The section of film in which an item of informa- tion occurs has little efTect on the effectiveness with which it is learned. The many unsolved questions involved concerning the details of the mechanical make-up are so vital as to present a field for extensive and minute research. 14. The relative efficiency of sound films as com- pared with silent films is not well established. Most researches are concerned with the problem "Is the sound film a better method of presentation than tradi- tional classroom procedures?" rather than with a com- parison of sound versus silent films. One experiment (3) finds that sound films, when the sound is an integral part of the picture (not a lecture synchonized with an otherwise silent film) is about equal to an identical lecture, and that lecture type sound films are less effective than silent films. Arnspiger (1), however, in examining scenes within a sound film finds those scenes which involve speech and picture only to be superior to those which involve other