The Educational screen (c1922-c1956])

Page 2 52 Proceedings of the Department of Visual Instruction Meeting The Educational Screen The Motion Picture as an Aid to Learning Suggesting methods for increasing the effectiveness of films in instruction. By WILLIAM M. GREGORY Director Educational Museum, Cleveland Public Schools THE motion picture has been given plenty of glamour from Edison down and it has been widely used without skilled technique, although its cost and short life make it the most expensive of modern aids. Educators too frequently have become such "showers" of pictures that they have lost all common sense in using this marvelous aid. We are very particular in the selection, adjustment and use of the still picture as a tool of instruction. We are not so choosey about the motion picture; in fact, the idea that it is a motion picture enables poor pictures to be shown without having had the critical inspection of the teacher who is to use them. There is very little value in such showings and considerable damage. In the pioneer use of the film most anything that could be obtained "free" and had motion was pushed into the school. It is an indication of growing up when teachers use films that have been carefully selected and adjusted to the lessons presented. The extensive experiments of Freeman, McClusky, Davis, Clark, Knowlton and Wood prove that the film is an aid to learning. While these proofs have been known for sometime, comparatively little of their essential findings has been ap- plied in the use of films in schools. What educational influence does the film have? The Payne Fund found that theatrical films have a great influence upon conduct, ideals and attitudes. In these respects present educa- tional films are weak. This does not mean that theatrical films would be best as teaching aids. But it does mean that some of their technique should not be disregarded in the pro- duction of educational films. In considering the problems of educational films, attention is directed to: 1. The technique of the teacher and the attitude of the pupils. 2. The film content in relation to the curriculum. 3. The cost of the equipment and films. Free films and advertising material. 4. The practices that are stalemating progress in using films as aids to learning. The Technique of the Teacher Does the teacher in the classroom observe the following procedure? If not, why not? 1. The film must be previewed. No film should be shown unless it has been carefully pre- viewed. The preview enables the teacher to know just what the film has to contribute and to note those things that are essential for its understanding and interpretation. The pre- view provides opportunity to create an attitude for the picture and makes possible intelligent guidance in its use. 2. The film ideas must be adjusted to the purpose of the unit studied. No film should be shown that is not a functioning part of the lesson unit under consideration. The fact that a film is interesting or free should not be the basis for its use in a class. It is part of the teacher's technique to adjust the film to the lesson. It is ridiculous to use a fine film on the frog in a class studying the butterfly or a butterfly film when mollusks are the center of attention. 3. The class must be prepared. The general relaxed and passive mind common to the theatrical movie audience is most undesirable when an edu- cational film is used. The attitude of the class is largely the result of its preparation and a reflection of the standards set by the teacher. The pupil should be quizzical and ready for careful observation. He should be given opportunity to use the facts and ideas presented by the film. One method of class preparation to receive a film, is to use stills in lantern slide form. In this way ideas por- trayed in the film, are easily recognized and their import fully caught. Another method is to list those things of significance that should be watched for and carefully observed. Often in list- ing items, questions are raised and the class asked to find the answer as the film is shown. Well directed questions create an interest in the film and guide observations. Most films are accompanied by good synopses which should be used by the teacher. Those are too often entirely neglected. 4. The film must be followed by discussion and check-up. Check-up sheets for each pupil should be used after the showing. Questions of points raised by the film, should have careful attention. Opportunity should be given to use film facts in later work. 5. The film presentation must be carefully recorded. A record should be kept of the films used so that at the next presentation of the unit, procedure may be based on past experience. Questions such as, "What were the most desirable outcomes of the film lesson?" "How were worth- while results obtained?" should be constantly asked and their answer recorded. Only through the accumulation of such information can a teacher hope to improve her tech- nique. Film Contents and Educational Ideals How closely does the film content check with the ob- jectives of the unit under study by the class? Is the fact true, that many "free" films are used solely because they are "movies?" The full appreciation of the value of the motion picture has not yet reached the place where the majority will reject poor materials. They do not yet know that it is impossible to obtain worthwhile results with low grade material. The Cost of Equipment and Films Free films set a false standard in cost and educational ideals. They form a large and extensive group which has a powerful and subtle influence in film showings. More than 200 companies supply schools with motion picture films advertising directly or indirectly, foods, clothing, shoes, automobiles, electrical appliances, refrigerators, etc. Free films are supplied to state universities, city school systems and other institutions, with a large amount of subtle advertis- ing material. One city visual organization had a large film library, con- sisting entirely of advertising films. Without these there would have been no films in this city. Later the policy of the city was changed. The highest types of educational films replaced the free films in the film library. This was a drastic and most necessary change. It has resulted in a large increase in the film use in the classrooms of the city. It is true that large industrial concerns have been quick to see the advantage of the motion picture as a subtle sales-