The educational screen (c1922-c1956])

Page 20 The Educational Screen ^fiE jLiizxatuxE in ^ l/iiuaL l/nitzuction A Monthly Digest Conducted by ETTA SCHNEIDER STATUS AND TRENDS Is There Such an Entity as Visual Education?—B. A. Aughinbaugh, State Supervisor of Visual Instruction, Co- lumbus, O. A bit of retrospection from a pioneer in the "visual education" movement. The author documents his belief that the motion picture is the greatest aid to communication of ideas, especially since it uses our visual sense which is the strongest of our "educative" senses. The use of motion pictures for education, Mr. Aughinbaugh contends, should be termed "visual communication." Educational Films Today—and Their Future—Charles F. Hoban, Jr., Cal. Journal Sec. Ed. 16:395-9 Nov. 1941. Two forces are in conflict (with re- spect to the future outlook of educational films)—those of efficiency in social func- tion and those of economy in dollars and cents. If the former proves the stronger motion pictures will assume a place of much greater importance in the American educational program. If . . . the latter, growth in educational utiliza- tion of motion pictures is likely to be arrested for the next decade or two. There are at least four lines of evi- dence that indicate a growing awareness of the power of motion pictures— 1. The growth in the amount of pro- jection equipment and of film lib- raries. The recent government sur- vey shows at least 6,000 sound projectors in schools; in the South- east alone, Georgia, Florida, North Carolina, South Carolina, Tennessee, Louisiana and Virginia have estab- lished libraries. 2. The increased supply of films being released for school use, by govern- ment bureaus, universities, philan- thropies, commercial producers and by release of films from the vaults of Hollywood. 3. The development of films for de- fense-training and vocational train- ing by government agencies. 4. The natural development that arises out of needs of national morale and civilian training programs. There is most to be done along these lines. Educators face the responsibility of promoting the wise use of films, namely, a) using films for educational and not for recreational purposes; b) establishing school film libraries; c) buying projec- tion equipment before the shortage be- comes too acute and d) assuring teacher- eflSciency in integrating films into the school program, thereby gaining public approval. ADMINISTRATION Visual Education—An Actuality—Paul L. Anderson— Montana Education 18: 15, Dec. 1941. Facts and figures on the newly-estab- lished state film library in Montana. A grant of $6000 for each of two years, 1941 and 1942, was made by the State Legislature. The director, Harry K. Norton, traveled over the state and else- where to observe libraries already in existence. The film library is part of the state department. Each school is asked to deposit one film, thus the full cost becomes $50 per year to a school. There are now 150 sound and silent films available, valued at $4000, for the library. Next year it is hoped to have $10,000 worth of films. Contribution of Films to a School Program—Curtis E. Warren, Santa Barbara, Supt. of Schools— Cal. Journal of Sec. Ed. 16: 400-3 Nov. 1941 Motion pictures have become an added tool of learning for the Santa Barbaia developmental curriculum, by helping to promote the objectives previously es- tablished as essential to the education of boys and girls. Films helped to develop in children an understanding of the im- mediate enviroment, and the ever broad- ening world environment. The medium was found to be effective at all age levels, but dependent upon the pupils' experien- tial background and skill of teacher for effectiveness. Films helped to stimulate critical thinking along many fronts. Other values growing out of the project are: increased vocational orientation, teacher growth in interpreting and evalu- ating the curriculum program, and im- proved public relations. Running a School Motion Picture Pro- gram—Roscoe C. Lyons, Santa Bar- bara High School— Cal. Journal Sec. Ed. 16: 404-6 Nov. 1941. By means of a question-and-answer approach, we are informed that at this high school, during the Evaluation Pro- ject, the following conditions prevailed: 1) A silent projector and a sound pro- jector were sufficient to show 50 or 60 films a week. 2) Several rooms should be darkened so that pupils need not be moved about. 3) Licensed student opera- tors assist in projection and in delivering equipment. 4) Orders are placed through the Visual Aids Department. 5) Films should be previewed. The Need for a Coordinated Service Department—Don Williams, Berkeley High School—Cal. Journal Sec. Ed. 16:406-9 Nov. 1941. A convincing argument for centrali- zation of responsibility within a school. The author has reported his own activi- ties in this connection in the The Clear- ing House (reviewed in December). Motion Pictures: Yes, We Run a Movie Show!—L. W. Richards, Biggs, Calif. —Sierra Educational News, Nov. 1941 p. 28. A description of a carefully-planned noon hour film program which is oper- ated by school funds. Some health edu- cators may take issue with the claim that it is better for young people to see films during lunch hour than to engage in out- door sports. EVALUATION AND RESEARCH Evaluating Films Used in the Class- room—Leo F. Cain, Nat'l Training School for Boys, Washington, D. C. —Cal. Journal Sec. Ed. 16:410-12 Nov. 1941. Especially valuable are the principles of good usage which teachers formulated after a two-year program: 1) There must be a definite curriculum purpose for using a motion picture. 2) The film must be an integral part of the classroom work. 3) There should be time for child reaction to the future. 4) The teacher should guide the work in the developing of the recognized purpose. 5) Free and spontaneous reactions should follow a showing. 6) Opportunity should be given for raising of new problems, alter- ing of old ones or the setting of new purposes. Specific Contributions of Films to Sci- ence Teaching—Abram VanderMeer, University of Chicago— School Review, 49:693 Nov. 1941. A critical review of research studies that are well-known to readers of Edu- cational Screen. The author challenges some of the conclusions of researchists, but agrees that films have a strong pos- sibility for: a) transmitting facts; b) helping pupils to think clearly and or- ganize ideas; and c) saving time in the learning process. STILL PICTURES Elements in Geography Readiness— Gertrude Whipple. Detroit, Mich.— Elementary School Journal, 42:25-67 Dec. 1941. This article describes an investigation to determine when teachers and super- visors regard the child as "ready" for learning geography concepts. Among the statements submitted by educators from all parts of the U. S., there was great agreement (98%) on the fact that "an inquiring attitude toward things seen in pictures and not understood" was a good indication that the child is ready to learn geography. In answer to the question "What ex- periences do children need as part of their background for 'geography readi- ness'?" there were listed—adequate ex- perimental background; interests other