The educational screen (c1922-c1956])

February, 194i Page 63 Announcing... 6 NEW REGIONAL GEOGRAPHY FILMS depicting contemporary life in the 6 major regions of the Unite<l States and presenting the concept of our coun- try as a group of interrelated regions rather than as many political flivisions or states. These films illustrate aspects of the geography, economy. history, resources and culture characteristic of each region. The series emphasizes the individuality of each region yet shows the contribution of each to the nation's total economy. These films are effective teaching aids in the study of geography, economics and other social studies. 1841 BROADWAY Frpi Classroom Films Inc. ■BOOKLET AND DETAILS ON REQUEST- NEW YORK. N. Y. application of the adage that "what they don't know won't hurt them." To edit a film successfully, one must be objec- tive and impartial—to the point of ruthlessness in some cases. B. Organization of Subject Matter 1—List all scenes which might be included under the general subject. 2—Note those which the group agrees are most im- portant, and eliminate the rest. 3—Group the selected scenes together under logical head- ings. For a one reel film there should not be more than three or four such groups. Each groui) should be con- sidered a section of the film. Thus, an order of continuity for the three or four sections should be determined, and within each section the scenes should be arranged in order of occurrence. In the subject here discussed—"The Schools in War- time" or whatever you decide to call it—this might be arranged something as follows, with the addition or specific detailed scenes under each sub-topic: Section 1. The School Program (a) Special courses (1) Pre-flight (2) Mathematics review (3) Work on airplane engine in trade school (4) Physical education body building, commando courses, etc. (b) Extra curricular (I) Victory corps (2) War bond drives Section 2. Out-of-School Services of Teachers and Students fa) Red Cross (1) Blood donors (2) First aid courses • (b) Civilian Defense (1) Airplane spotters (2) .Md Raid Wardens (3) Messengers Section 3. Special Services to the Community (a) Rationing (treat as a single subject, but include scenes from various rationing programs.) (b) Acknowledgment by the community (1) Local ration board chairman congratulates teachers (2) The mayor expresses his appreciation. 4. After the entire continuity has been outlined, re-check it carefully to be sure that no one section has been given undue prominence, thus upsetting the balance of the film as a whole. In doing this, visualize how each scene will look on the screen, and how long it will take. 5. For each scene, determine approximately how many "shots" (i. e., film exposed from one camera position) should be used, the types of shot.s—close-up, medium, long— (C. U., M. S., L. S.) and the estimated length (number of feet of film) for each. This will be your shooting script. It might look something like this; Shot .\'n. Type Subject-matter Length 1. Title: Teachers serve both the community and the nation by assisting in ra- tioning sugar and oil. 8 ft. General view of—School auditorium during sugar rationing. , 5 ft. Group of people in line, awaiting their turn. .S ft. Woman with 3 year old child in group. 3 ft. Woman's tufn comes and she moves toward table. Camera follows her and child. 6 ft. Woman sits down at tabic and speaks to teacher. Child uneasy. S ft. Woman as seen by teacher. 3 ft. Teacher as seen by woman. 3 ft. Teacher picks up form and shows it to woman. 3 ft. Form. Woman's hand and pencil is seen as she fills in form. 8 ft. 6. Defiin'tely. all individuals, groups, and schools, should be sublimated to the identity of the film as a whole. Thus, those teachers who happen to be included would serve as 6. 7. 8. 9. 10. M.S. C. IT. C. U. M.C.U. C. U.