The Educational screen (c1922-c1956])

Page 40 The Educational Screen have l)een ordered by individual teachers, large group showings enable us to cover a whole department in one day; after which the film may be used by other departments, classes, or clubs if they wish.. We may state parenthetically here that we also obtain film from various rental services at times, all our "entertainment film" for after-school sessions being obtained in this way. Since film must be ordered a semester in ad- vance, it sometimes happens that a teacher will need a certain type of film which is not available on the week it is wanted. Hence the rentals. After the purchase of our 16mm. portable sound projector, we found somewhat to our surprise that it was equally valuable in projecting silent pictures as it was in projecting sound pictures, especially where larger groups were concerned. In our experience, an oral preface to the showing of any film is always de- sirable, and by the use of the microphone in connec- tion with the sound system of the ])rojector any size audience can be reached easily with a minimum of effort on the part of the teacher. This was especially the case when showings were made in the auditorium, which seats over 2500; the percentage of attention was definitely higher when the amplifier was used. In the case of silent films, accompanying comment could now be made through the microphone by any teacher, no matter how small his voice, with the assurance that every pupil in the room could hear what was being said. An experimental showing of the picture "Sign of the Cross" was an early project in the use of the sound projector. It was believed that there was much ma- terial of educational value in this picture, which was historically accurate in practically all details. In show- ing it. we felt we were coming close to taking the student back 2000 years in time and across 3000 miles of space, so that he might see what the dress, customs, and life of the ancient Romans were really like. How- ever such a strong attitude has been built up connect- ing sound pictures with theatrical entertainment, that teachers and pupils alike were more interested in the story than in the scenes considered as educational ma- terial, despite our efiforts to obtain a new attitude on their part. Since the jiicture as we showed it con- sisted of three 1600 foot reels, each one showing for one period, it was necessary to show one reel all day, the second reel the next day, and the third reel the final day. This plan, making a serial of the picture, was objected to by some teachers, on the ground that the interruptions occurred at the most thrilling parts of the story. We plan to use the film again, this time not showing it to the general study hall, but to special groups, as Latin, History, English. We will show only selected parts in which the group viewing the picture are most interested, and we shall have the sound cut oflf (by removing the exciter lamp) and comments on the film made by a teacher qualified to do so, bringing out the things which are of importance to the grou]) comprising the audience. For some groups, and for certain scenes, it may be decided to use the sound track. That such a presentation in- volves much more thought and planning than a mere showing of the picture is obvious. We believe manv critics of the sound film are also theatre minded, and forget the ease with which the .sound may be dis]:)ensed with, thus making the film silent. If sound is to be u.sed, the preparation of the lesson will be more difficult, but the results obtained will be better. Utilizing the eye-gate plus the ear- gate at the same time seems to give a result decidedly greater than either one used alone. Just how much greater the eflfect is depends upon the individual, and the question may be thrown to the psychologists. We are at present experimenting with the use of slides and films bearing on the same topic, using the film for the overview, and the slide for assimilative or discussion material. In some cases we are making both the film and the slide in our own school. We lio])e to have .something interesting to report fin such coordination when the work has been carried further. In this connection we are often asked why we do not attempt to make sotmd film in our school. At the present time recording equipment is very expensive, very delicate in adjustment, and becomes obsolete rapidly. Cameras recording sound on the same nega- tive as the picture are not satisfactory for our pur- poses, as the difficulty of cutting and editing the film are too great. This type of camera is seldom used in Hollywood at present. Sound should be recorded on a separate film, and then printed on the final negative after the scenes have been arranged in their proper sequence. This process, technically known as "dub- bing" is ex])ensive. and beyond the reach of the average school. The equipment to go with our Cine Special will cost in the neighborhood of $2500. Hence, if we should need to have sound put on any of our pictures, we should go to some laboratory making a specialty of this work, and pay their fee for it. Prices quoted on this work vary amazingly. In general they are too prohibitive for the budgets of luost schools. It would ap]>arently be cheaper for us to take a whole cast of characters to New York and ])ay their expenses at the best hotel for a week rather than have the work done at a local commercial laboratory. Our senior class which was graduated in January, 1938, produced a motion picture entitled "Farewell to Lane" which was shown at the graduation exercises. Every boy in the class appeared on the screen, en- gaged in some favorite activity about the school. The student director of the picture. Kenneth Mansfield, wrote a narrative which he read in a microphone while the picture was showing. This was simpler, cheaper, and quicker to produce than the recorded sound track. This type of narrative is usually all that is needed for educational films, and we can recommend the plan as a practical solution which the average school can use. It would be easily possible to use two or more voices, and synchronization with li]) movements is possible, but should usually be avoided, as it easily can be. We hope that some day sound recording devices will be simi)lified, and made more reasonable in price. When that time comes, we shall certainly avail ourseKes of a sound track on most of our films. It provides a care- fully planned, well synchronized, clearly enunciated lecture, no part of which can be omitted accidentally. The sound track never has a cold, it is instantly ready, it never loses its place. Its voice can be easily ad- justed both for loudness and pitch to suit the largest