The educational screen (c1922-c1956])

Page 100 The Educational Screen this class in session, it would remind him more of a club than of a class session, and at times he might have difficulty in deciding who holds the rank of professor in this group in which everyone seems to share. In launching this venture, we were fortunate in se- curing the co-operation of the Harmon Foundation and the Yale University Press. The Press made available to the Divinity School a complete set of the "Chronicles of America" motion picture series as well as a projector and screen. The Harmon Foundation, in addition to wise counsel, made available for the experimental use of the class in visual education any of the films in its library uf>on payment of transportation charges only. Without this help, the undertaking would not have been possible, for in this day of diminishing budgets it is not possible to bring a new venture of this sort under the sheltering arm of the University treasurer. In fact, the whole enterprise has been self-sustained, with the exception of the student assistance which has been pro- vided through bursary grants and N. Y. A. The course in visual education, which was offered as a part of this plan, was oriented to a view which regards the visual material used as an aid to teaching or preach- ing as contrasted with seeking to substitute projected pictures for verbal effort in these directions. This in- terpretation of the meaning of visual education was closely related to the interpretation of Christian educa- tion and the task of Christian education in the local church. With this orientation, the major work of the course is given over to practical laboratory and field work with a minimum of reading to support field prac- tice. Throughout the course the attitude is maintained that the purpose of the student in such a course is that of the consumer of visual education material rather than producer. Any ventures in production are made pri- marily because they help to understand the medium with which the student is working. One of the first ventures of each year's class is prac- tice in program building. Since most of the students enlisting in such a course are engaged in church work, they have a practical field background in which to try out their ideas. Through cooperation of the Harmon Foundation, as well as through use of the increasing library of slides and motion pictures maintained at the School, students are made acquainted with existing ma- terials. Following presentation of such materials dis- cussion is given to their possible use in church programs. Care is taken to avoid an approach which offers only criticism of that which in some cases is far from perfect, without seeking to see how even imperfect material may bo used in effective ways. The primary question is not "how do you like this?" but, "how can we use this?" Students are then required to work out sample pro- grams around certain visual education materials and to present these programs for discussion and criticism. Following the use of the program in the church, the student brings back a report on its success and sug- gestions for improvement if he were to do the same thing over again. During the past few years, due to the development of Kodachrome film, a great deal of interest has been given to the making of miniature slides. Fortunately for our purpose a dark room was included in the build- ing plans for the Divinity School, and this has been fairly adequately equipped for work of this kind. Many students have made their own hymn slides and some of them have ventured into the copying of colored pic- tures. Others have used pictures which were taken during summer vacations or otherwise acquired and de- veloped them into lectures. While many who acquire proficiency in the making of slides will not be equipped when they get out into their own churches to continue this practice, it is felt that they will have a much better insight into the problems of visual education through this experience. Some, however, before they leave the University, succeed in acquiring cameras and other equipment so that they may carry on this work in their own parishes. Three different classes have made an excursion into movie making. These interests were encouraged partly because the making of a motion picture is valuable in helping to understand the use of motion pictures, and also because many will be taking home movies and movies of camp and church activities after they leave the l^ivinity School. A long-suffering public will be greatly benefited by some improvement in the technique of making amateur movies. The first two pictures undertaken were those which go under the titles As We Forgive and Our Childrens' Money. These were made in cooperation with the Harmon Foundation. The first attempt at these pictures was rejected as being unsatis- factory for public use. The class the following year re- vised and re-made the pictures in the form in which they now appear. A third class undertook a film which has been released under the name // a Boy Needs a Friend. The story for this picture was prepared from original data in the files of the New Haven Y.M.C.A., and was written by one of the students in the class. The scenario was prepared by another student, while a third student undertook the work of assembling proper- ties and general direction of the enterprise. Through- out this process all the other members of the class shared through suggestion and criticism as well as co- operation in the making of the film. The Harmon Foundation provided the photographer and director for the actual field work in the making of this picture, bore the expense, and is distributing this and the other two pictures. One class expressed its interest in passing on to others what they had learned about visual education. The results of their cooperative activity have been pub- lished under the title of "Visual Aids in the Service of the Church," a 50c bulletin which is now out of print and has been replaced by the revised bulletin "Visual Method in the Church Curriculum," published by the International Council of Religious Education. In addition to classroom work and individual and group laboratory work a number of field trips have been arranged for the students in visual education. These include an annual trip to the Visual Education Center of New Haven, a WPA project of considerable significance, and another trip to New York under the guidance of the Harmon Foundation to become ac- quainted with some of the centers of visual education. The total number of students enrolled in the course in visual education in any one year is but a small per cent of the total enrollment of the Divinity School. In true evangelistic spirit, the members of this class have sought