The Educational screen (c1922-c1956])

November, 195 S Page 287 I •vorld. The different shapes of the pro.oroa would not >e knowTi. Taking a drop of pond water and putting it inder me, the worker can sec an amoeba. The amoeba is an odd httle animal and does strange ihings. It eats through its skin." A word of caution might be well at this time. Al- liough the motion picture is a powerful medium of ex- ;>eriencing reality, it is only one of the many varied activities of imit work. Its integration and place in •enlarging horizons and forming generalizations is not :sed alone, in isolation, but in correlatiton and in con- unction with other media such 3?; still pictures, slides, artoons. speakers, trips, collecting, building activities, • xf)eriments. and clay work. Experimeiiiation ccmtinually goes forward. The use 'f the same sound film on different grade levels has riroved beneficial. A 4th and 7th grade both were work- ing on an astronomy luiit. The film. Ttu Moon, having Seen sho«-n to both groups, aided each to a clearer con- ception of the unit than could possibly be achieved through any other means. Each group through its dis- ussion and check-up gained generalizations possible and roportiona e to its intellectual maturity. Becauseof the emotional appeal of symbolic music, the process film. Rhapsody in Steel, produced by the Ford Motor Compan\', was shown to the upper grades 4-7). By written material and drawings the gener- alizations—Man's dwarfing by machines, his depend- ence upon these machines—were definitely observed. Perhaps the linking of sjTichronized rlmhm adding the emotional element, so adequately accomj lished by the commercial film and so advocated by the experts in mental iiygiene. will prove a strengthening force to the development of the sound motion picture in education. Even further correlation of film with the work of all upper grade units was tried. The sound film, Man's Clothing. sche<luled for the 3rd grade unit was pre- -ented to the older group. Two questions relating cloth- ing to each different unit were given to earh group be- fore the showing. Drawings bear out the fact tliat even to groups of this age the relationship of man's clo hing to their unit was observed. (It was amazing to the adult group who framed the questions that the basic relations of living were so closely linked.) A similar experiment was made with The DeielopmcHt oj Trans- portation, yuestions with unit topics show this correla- tion of the same film for various grades. Gr«de 6H-7L Unit of Work—"Weather" Questions: 1. What is the effect of weather upon transportation in the past? In the present? 2. What instruments has science invented for the aiding of transportation in weather crisis? Grade 7H Unit of work—"Social -\gencies of the Community" Questions : 1. What weh'are organizations deal with transportation especially? (The Traveler's .\id. The Salvation .\nny) 2. How does transportation in Norfolk affect the social agencies in their work? 3. How does the history of transportation parallel the history of this coiuitry? 4. Show how these movements are linked? Grade 4H Unit of Work—"'Insects- Questions : 1. What insects are brought from one place to another by man's means of transportation? 2. What are nature's quickest means of transportation? Grade 6L-eH Unit of Work—"Records" Questions: 1. How has transportation in the past influenced the use and preservation of records ? 2. How does transportation today affect the use of the written and spoken word? Picture discussions were held after the film showing. Grade 5L-SH Unit of Work—"Marine Life" Questions: 1. .\re there any beach or sea creatures which have aided man's transportation in the Past? In the Present? 2. In the early history of this country what was man's chief way of traveling? A field trip to the beach stimulated by the film showing. Adequate financial provision for audio-visual int^ra- tion in unit work is expensive. During the one and a half years of experience with this medium the problem of paring the rental, express and postage rates of worth- while films runs to a fine simi. Even a working basis for an economically soimd school community, to say nothing of the ideal basis, is still in the future. Regard- less of its expense, and it is high, the value of motion pictures in elemen'.an,- development still outweighs its headaches. Our Cover Picture Pothast IS a modem .\roerican artist of Dutch parentage. His paintings are on exhibition in the leading galleries of the world and his interpretations of Holland life are recognized among his greatest accomplishments. Interiors constitute his chief works of art. They are colorftd, perfect in draftsman- ship and strong in their appeal. "The Dawn of Intelligence" presents a simple Dutch interior, revealing a devoted mother and her three small children, one of whom, is just realizing Its capabilities of balancing its linle body and taking a few slq>s, thus sj'mbolizing the title.