The Educational screen (c1922-c1956])

March, 1940 Page 115 ^/lE JiitszaturE in Q/i^uaL Unihuction A Monthly Digest Conducted by Etta Schneider Administration of Visual Aids What Do High Schools Want in Films? —Godfrey M. Elliott, Oakvale, West Va.— Secondary Education, 9:21, Janu- ary, 19-W. Attention to the consumer problem of using educational films in the high school must be increasingly given, and some unanimity of opinion reached as to the kind of films producers should make. Film needs are now being dic- tated by the films available. The kind.s of questions which need consideration for the guidance of producers arc: What subjects need treatment in films? What should be the content? (Special- ized? Generalized? Botli?) Should treatment be factual, instructional, or documentary? What subjects lend them- selves to treatment of each type? On what basis must we assume that all fu- ture educational films must be sound films? What is the desired length of a film unit? It is recommended that the N.E.A. Department of Secondary Teach- ers and the National Association of Sec- ondary-School Principals undertake such a study cooperatively. To Own or Not to Own7~ Scholastic, January 22, 1940 p. IS-T Two letters discuss the article by Lewis M. Lash in the November 20th issue of Scholasitc. Mr. Hansen, in his letter, takes issue with Mr. Lash in his estimate of cost for owning and rent- ing films for a small school system. The second letter refutes the argument. The original article, together with these letters provides a stimulating basis for discussion, and one problem which can- not resolve itself by generalization, but must rather be determined by local needs. New Nerves for Modern Teaching— Paul C. Reed, Rochester, N. Y.— Scholastic, January 22, 1940. p. 14—T. The value of radio, sound films (March of Time, Human Relations Films), and silent films for the Rochester Schools is reviewed. Rochester teachers are cooperating in the Ohio State Evaluation of School Broadcasts study, in the American Coun- cil on Education's evaluation of film project, and in the Commission on Hu- man Relations study. How Oakland Does It—Gardner L. Hart, Oakland, CsX.—Scholastic, Jan 22, 1940 p. 12-T. The Oakland schools have access to desirable materials of instruction, in- cluding such aids as films, filmslides, lan- tern slides, etc. as well as apparatus of all kinds. A photographic laboratory produces material upon request. Circula- tion and maintenance is centralized, pro- viding ma.ximum material at a minimum investment. Techniques of Utilization They Use Projected Pictures—/nf^r- national Journal of Religious Educa- tion, 16: 6 January, 1940. At Yale University Divinity School, Professor Paul H. Vieth and his classes in religious education, with the coopera- tion of the Harmon Foundation, have experimented for several years in making motion picture films suitable for church school use. They have also tried out various ways of using aids in church work. As these students have gone to their own churches they have continued this experimental work. This account is a summary of the ex- perience of many of them, and the values they have found in the use of projected pictures. Films have been employed tc good advantage in connection with Sun- day evening services, for recreational purposes at parties or children's matinees, to personalize mission study in a church school group, and present problems for discussion. Home-made movies and film- strips also aflFord many educational op- portunities. One minister tells of using film strips in color for worship service. The use of stereopticon slides is a well established custom in many churches. It is possible for classes to make slides illustrating the study which they have been carrying on, and to show these in departmental gatherings. Churche's going extensively into the use of projected pictures are advised to have a sub-com- mittee on visual education to undertake the financing and supervision of this part of the curriculum. How We Use Slides—Chester F. Leon- ard, Sneedville, Tenn.— Church Man- agement, 16: 165-6 December, 1939 Vardy Presbyterian Community Church in Hancock County, Tenn., 30 miles from the railroad in the mountains, has been using slides for over 11 years, during which time they have collected over 4,700 slides on various subjects, il- lustrating almost any thought they wish to make impressive. Mr. Leonard cau- tions against using too many slides at one time, or poorly selected ones. Be- sides the Sunday services, slides are used on Friday community night, and once a week in elementary school bible study. The employment of slides has resulted in ever increasing attendance and interest in the church services and work, people coming from three and four miles dis- tance in order to attend. Mr. Leonard invites questions and will be glad to give all the information he can. Visual Teaching Aids — M. F. Foss, Washington, Penn. — Industrial Arts and Vocational Education, 29:26 Jan- uary, 1940 Describes the use of modeling clay, models and a blackboard as visual aids for the teaching of mechanical drawing. Research and Evaluation Visual Aids and Safety — Nathan Doscher, Hygiene Department, Brook- lyn College, N. Y.—Safety Education 19:200 January, 1940 This article is based on a two-year study culminating in a doctor's disserta- tion at New York University on "A Critical Analysis of Some Visual Aids Used in Teaching Pedestrian Safety." The study was made with 750 fourth grade pupils, typical of the student popu- lation of New York City. They were divided into four groups equal in intelli- gence. One was taught by the presenta- tion of a silent film; the second by 25 slides accompanied by oral comment and the third through the display of a series of 25 posters. The fourth was given no formal teaching in safety at all and served as control group. A pre-test on safety was given to all groups. The same test was given im- mediately after the safety lesson; and a recall test of the same test was given a month later. The results showed that the three groups with special instruction made significant improvement in safety knowledge. But, to the question of the relative effectiveness of any of the three visual methods, the answer is that there is no difference. They all showed equal improvement. If better habits depend on knowledge, these aids are valuable. There seemed to be no improvement in habit or knowledge regarding traffic lights, showing that none of the experi- mental devices are effective for that. Children of low intelligence gained more from the visual aids than did those of highest intelligence. The films were no more effective than the slides and posters. Photographic Method for Studying Dis- crimination-Learning in Children — T. A. Jackson, Columbia University— Journal of Experimental Psychology. 26:116 January, 1940 Images (stimuli) are photographed on 3Smm. filmstrips and projected on a screen before a group of 10 to 20 sub-