The Educational screen (c1922-c1956])

Page 90 The Educational Screen 2. The Yearbook committee, now working in collaboration with the Society for Curriculum Study. What should the visual aids do in a modern curriculum? Are we agreed on the educational objectives to be served, and the types of materials necessary in such a program? If we are, it is likely that visual aids that are entirely different from those now available will have to be produced. 3. The committee to study the possibility of using visual aids in intercultural relations. One of the most outstanding activities reported upon at the Cleveland meetings was that of the Sloan Foundation. Our Department has been called upon for advice, based on experimentation, regard- ing the possibility of producing motion pictures to serve as a basis for discussion in the field of eco- nomics. Here is a challenge to put into practice some of the ideas about which we speak. We should like very much to have expressions of opinion from our membersliip. The columns of "Among Ourselves" are yours for carrying your judgment to other members. How can our Depart- ment best serve the needs of education? Unless we can pick up basic issues as they arise, and pitch in toward a socially desirable solution, have we a reason for being? Sincerely yours, Etta Schneider Query of the Month A very interesting aspect of our field which merits some discussion by our readers, is; Should a Department of Visual Instruction be con- cerned zmth the trends in theatrical film production, their influence on children, and the power they wield as a social force in the lives of our citizens? Answers to Previous Query Some of the interesting comments from our alert readers regarding the question "Are there any good educational films?" read as follows: "I am not so concerned over the item which claims there are no good educational films on the market if the item gives no definition of the term, 'educational.' .... I have used films in my classes for ten years. I am of the opinion that a film may be or may not be educational just to the extent that the teacher makes it so. "If we define the term educational as, causing the child to make desirable generalizations which will enable him to make individual adjustments to his social conditions; then I would contend that there are educational films on the market available to schools. But any discussion of educational films, whether silent or sound, should not omit the importance of the teacher. . . . Yes, in the light of my theories concerning motion pictures, there are many good educational films on the market. Carl W. Dalrympi.e, (in charge of visual aids) Pettingill Jr. High School Lansing, Michigan "I disagree with the statement that there are no good educa- tional films. In using films as aids to children's learning, we have found some that have supplemented school experiences in a very worth while manner. We are interested in using films of outstanding merit which serve, better than any other avail- able materials, specific needs of our children A discussion of a 'good educational film' must include, in my opinion, the purpose which it serves and the way in which it is used." Florence E. Taylor, (chairman. Film Committee) Horace Mann School, Teachers College "... I cannot agree with the statement that there are no good educational films on the market. "Probably ten years from now we may look back upon the educational films of today as obsolete, but nevertheless, in terms of past experiences and in terms of modern teaching techniques and procedures, there are many good educational films on the market today. If we were to select any number of these films, such as "The Old South" (Eastman, silent) or "The .-Xdventures of Bunny Rabbit" (Erpi, sound) and present them to a group of interested teachers, I think you would find very few teachers who would have any suggestions for improving the film." Alvin B. Roberts, Principal Haw Creek Township High School Gibson, Illinois "I believe that the person who wrote that article stating that there were no good educational films on the market was mis- taken. I also heard an educator in visual education work make a similar statement about the films. While many of the films leave much to be desired, we have found just as many helpful ones. ... I have shown, for example, a film on Spiders to one group who were so interested that they brought in a spider to school, read all they could about spiders, asked the biology department about the kind they had found, and finally returned it to the place where it was found I could cite many other examples about the films and the attitudes of children toward them, because I show the films myself every day and I have eyes to see!" Mrs. R. B. Jainer (Visual Instruction Committee) Lincoln School New Brunswick, N. J. "As a teacher, I have used many films I consider to be ex- cellent, both from the standpoint of learning and from the standpoint of adaptation to classroom methods. But most of these films, well suited as they were for one situation, would be poorly suited in another. A survey type of film would be as unsatisfactory in presenting specific items of information, as would, for example, a film on the action of the licart in explaining the action of the human as a whole. Many films are suited principally for traditional methods of subject matter presentation while, at the same time, many are equally well adapted only to a child centered program. "Nevertheless, I agree with the statement to the extent of believing that the great majority of films now available are poor. The difficulty for a teacher, when she is faced with a selection of films, unless she has a thorough knowledge of the field, must be admitted. No doubt, it is a similar lack of ac- quaintance with the field, or lack of knowledge of the many teaching techniques and of the psychology of learning that prompted the sweeping condemnation quoted. "If, as was suggested, the writer of that statement does propose to enter into the production of educational films, let us hope that he takes thorough cognizance of the psychology of learning, of modern educational method and philosophy, of curriculum trends, and of administrative problems through the supervision and advice of educators." Donald C. Doane, Graduate Student Teachers College, Columbia University New England Section to Meet The New England Section of the Department of Visual Instruction of the N. E. A., will hold its Tenth Annual Visual Education Conference on Saturday, April 8, 1939 at Boston University School of Education. There will be two sessions, the morning starting at 10 A. M. and the afternoon at 2 P.M. Many producers and distributors of visual material will exhibit. The speakers include: Mrs. Anne O. Peet, Head of the Exhibits Department of the Childrens Museum, who will speak on the "Use of Museum Material in the Classroom;" Dr. Howard A. Gray, Director of Field Studies, Erpi Classroom Films, whose subject will be "Use of Instructional Sound Film;" Dr. Earl