The Educational screen (c1922-c1956])

Seventh grade group leaders bring material from home prior to the first showing of the film. to show them the way to find it tor themselves." Several other questions came u]). and the leaders set to the task of finding information in reference books, with the idea of being ready on the next day to show their group the easiest way to find this material. Group leaders are used in schools which are attempting the wider and broader aspects of social living included in units of work. In opening newer channels of leadership through the sound film, adult leaders have found that this type of pro- cedure could be satisfactorily carried out in the fifth, sixth, and seventh grades. To these young people the sound film oflfers new opportunities for thinking and planning; for setting up real pur- poses; for the development of creative activities, which will grow from the children's own interest in the film. Often in the past the purposes of the film and the subsequent activities set up by the teacher have had no vitality to the pupils because Seventh grade group leaders call a local scientist to visit their class and see the film, "Butterflies" with them. they did not grow from their participation in their formation, and because of their lack of child reality, they have had only a superficial effect upon their thinking. By this participation in the forma- tion of questions and of the developing activities, group leaders in this way bring a realness of child interest to the sound film experiences, and thus stimulated a richer learning situation. \\ hat are the opportunities for leadershij) which the sound film offers to alert youngsters in these upper elementary grades? The following are only a few of many which will develop as this technique expands: 1. Group leaders preview the film with the teacher. 2. They compose with the teacher the questions to be studied in the film. 3. They investigate various angles of the ques- tions which the film did not explain. Refer- ence books are used. 4. They search the library for other books, magazines, and pictures. 5. They bring this material to the class, readv for the discussion after the film showing 6. They bring material from home. Neighbors' help is sought. 7. They call up local scientists, historians, or other public figures and ask them to see the film with the class. They write others who cannot be reached by telephone. 8. They meet with their groups (prior to the first showing of the film) and give out the questions. 9. They set up apparatus, ready to duplicate experiments shown in the film. 10. They bring from the sup]ily room art ma- terials, paper, chalks, paint to provide for creative work following the discussion of the questions. 11. They consult with the principal as to wether she has had any experiences or information about this film which would prove valuable to the class. Has she ever been in that sec- tion of the world where the film was made? Does she know of any of the "actors" in it? Does she know of any places, people, or firms or agencies to whom they might go for more information? 12. They look over film catalogues, and filni.- to select those whose titles might sound as if they were related to their unit subject. These can be investigated later. 13. They place pictures of their unit or interest (butterflies, volcanoes, weather) on the bulletin board in the hall, and in their own class. 14. They meet the guest scientists, assist him to arrange his slides, and material to be used in connection witli tlie sound film. 15. They arrange the chairs, room, and place for the visitor.