The Educational screen (c1922-c1956])

Page 160 The Educational Screen ^(is J^iUxatuxE in ^l/iiuaL Unihuction A Monthly Digest Conducted by Etta Schneider Evaluation and Utilization Finding the Right Film—Ford L. Lem- \er—Srho!aslic, 36;S-T, February 26, 1940 The project undertaken at the Bureau of Visual Teaching in the State College of Washington involves two phases: film evaluation by a cooperative evaluation project, and a school visita- tion program. An evaluation form has been devised which provides not only information about each film and its con- tents, but also utilization of it. Variance in teacher judgments is not so great as would be expected. From the data already collected it is evident that there is a remarkable correspondence in ratings on films where teaching purposes coin- cide. Films are rated consistently high for one purpose and consistently low for another. Expression of 'general merit' of films without reference to teaching purpose do vary greatly. There is in- creasing evidence that the activity of evaluation may prove to be a practical teacher-training device. Teachers need practice and help in the evaluation pro- cess. The Bureau of Visual Teaching is undertaking this year to adjust the many problems of distribution to classroom needs by conferences with teachers, prin- cipals and superintendents. Problems of utilization are discussed with teachers. For this purpose a check list has been devised for evaluating the administration and utilization of films in the particular situation being studied. This check list and the visitation are regarded as super- visory, a point of departure highly rec- ommended by the author. Let the Movie Be Your Guide—Blake Cochran and William H. Hartley — School Executive, 59:16 January, 1940 This article summarizes in a new way the available films for educational use. The outline, briefly, is as follow.s: a) Social guidance: Recommend use of the film excerpts by the Commission on Human Relations, P.E.A. b) Occupational guidance: Mention sources of industrial films that might be suitable, indicating the great need for critical judgment in the use of these: sources of instructional films in the field; sources of appropriate theatrical films where characters continually depict—for better or worse — occupational groups; source of the movie shorts recently re- leased by the Teaching Films Custodians. The criteria recommended for evaluat- ing films for occupational education are: 1. The film must not romanticize the vocation. The common urge to conceal the seamy side of the subject must be suppressed. 2. The nature of the work should be presented in general terms. Technical processes as such are unimportant for orientation. 3. The film should present a long-term view of the vocation. Should be in terms of "life work" rather than a "day at the mills." 4. The social and home life of the worker should be brought into the voca- tional pattern. 5. The focus should be on the individ- ual, rather than on the machine or de- vice with which he works. 6. The environment in which the work takes place should be included in the film. 7. Technical quality of the film must be high. Other guides are given with reference to program planning and classroom tech- niques. Visual Aids for the Woodworking Shop Robert A. Brenholtz—/iirfiw/ri'a/ Arts and Vocational Education, 29:104, March, 1940 A resume of vihat the instructor of any type of shopwork may do to make his work of teaching more effective. Some sources of materials and a brief bibliography are listed. Books vs. Movies, Phonographs and Radios—Donald Bean, University of Chicago Press — Peabody Journal of Education, 17:253-60, January. 1940 A stimulating argument to refute the contention of some educators, as ex- pressed by a French publisher, George Duhamel, that since modern civilization is largely due to the spread of knowled.ge, the movies and radio threaten to wipe out the need for reading to leam. The author has illustrative evidence to show the value of non-reading material in college classes, high school classes and even with young children in primary grades. He sees much possibility for the use of films and radio with adults and refers to the American Association for Adult Education inquiries into the value of radio and now films. Any de- vices that seem to promise hope of sup- plementing existing agencies for improv- ing the critical thinking or the rational processes of mankind, should be put to use. The wise use of non-reading tools may even conceivably increase sounder and wider reading habits and advance the interests of books at the same time. They may even contribute their share toward transforming the face of the globe and overcoming the worst miseries and mis- takes of humanity which we see all around us. Social Effects of Films Some Educational Aspects of Motion Pictures—Frederic M. Thrasher, edi- tor. Journal of Educational Sociology, 13: entire issue, January, 1940 The articles included have rather general appeal and in each case the author describes a project now in operation in the field of motion pictures, both for educational and theatrical consumption. Some of the titles and authors are: 1. "The Motion Picture and Informal Education," by G. L. Freeman The use of 16 mm. films as a basis for discussion of modern problems at the University College, Northwestern Uni- versity. 2. "The Film and Education," by Donald Slcsinger A description of the aims and ac- tivities of the American Film Center in New York Cit.w 3. "The Motion Picture .\cademy, a Cooperative in Hollywood," bv Donald Gledhill An attempt to justify the existence of this publicity stunt which professes to be more than it really is (See many current articles by movie critics and movie workers.) 4. ".Suitability of Motion Picture Theater Prograius to the Needs of the Child," by Claude A. Shull. Evidence that corrobates the find- ings of earlier studies, such as the Payne Fund studies, the one by Mitchell, etc. proving that nothing has been done to serve the large number of children going to the movies over the week-end. 5. "The Film Work of the .American Museum of Natural History." by Grace Fislier Ramsey. Describes the work of the Museum in distributing educational films. 6. "Education vs. Censorship," by F. M. Thrasher .'\fter a review of some of the con- flicting pressure groups engaged in evaluating films, the work of the Metro- politan Motion Picture Council is de- scribed. Its work follows closely the philosophy of the National Board of Re- view, to "applaud the best and ignore the rest." Other audience groups, equally opposed to censorship, would similarly approve of the constructive attitude in- volved in "applauding the best," but would go further toward reducing the number of poor and socially undesirable films. (Continued on page 162)