The educational screen (c1922-c1956])

Page 140 The Educational Screen SCHOOL MADE MOTION PICTURES By HARDY R. FINCH Head of the English Department Greenwich High School, Greenwich, Conn. A. Hobby Makes a Classroom Picture Student interest in producing motion pictures may be combined with a classroom study unit. So writes Earl W. Dible in his account of A Problem I'acinp Today's Youth, the 100-foot 16mm. film pro- duced at the Menlo School and Junior College, Menlo Park California. The story of the ^lenlo film follows: IT all started in a twelfth grade contemporary prob- lems class at the Menlo School which at the time was stud)ing the general problem of "How can we better use our leisure time." A small class committee interested in amateur movie production proposed as a project the production of a short motion picture on some of the leisure time activities of the school. This proposal was made on the basis that it would be inter- esting to tlie class to learn more about the leisure time interests carried on in their own school and that it would not be too difiicult to get material or pictures of such activities. With the assistance of the instructor the com- mittee began gathering facts on the pastime activities in which students participated at school. Next, the committee listed all the activities which were known to it and then proceeded to question students, visit counselors, look through office activity records and consult w ith the physical education de- l)artment of the school. There were two primary l)urposes in making this list: first, to get as complete as possible a list of all activities in order to have some- thing from which to draw up a shooting script; and second, to secure an estimate of the relative importance of these activities in order to give the proper film foot- age and emphasis to the most popular ones. In the survey the committee found that over 90% of the students spent their leisure time with some sport. The sport which played the biggest part was swimming. .Swimming accounted for more than 50% of the sport activity. (The fact that this picture was made in the sjiring and the pool was open no doubt accounts for this rather high figure.) Track came second with some 28%", while tennis, golf, etc. accoimted for less than 12%. The remaining 10% of leisure time was taken u\> with special hobbies and included such things as read- ing books, drawing, photography, music, archery and model building. With the analysis completed, the committee was ready to draw up its shooting script of proposed scenes and titles. Upon completing the .script the group ap- pointed one of its members head cameraman. The member, who owned a 16mm camera, secured the appointment as this was his regular leisure time activity and it was felt by the committee that he could con- tribute the most in this field. In taking the .scenes the script was followed closely in order to cut down on later splicing. It took less than a week to shoot all the IVitli a question box on the making oj school film productions, conducted by DONALD A. ELDRIDGE, Wesleyan University, Middletown, Conn. scenes and titles. It should be noted that the titles were made on the grass in front of the school with the help of large white library letters. Shooting the titles from an angle above, with the white against a green background, gave a very pleasing effect. Tht- committee livened up the titles by keeping them short and using objects to depict the sport or hobby in the title. For example, a tennis racket and ball was used in the tennis title. When the film was returned from the processing station the committee previewed its work with a most critical eye. The group felt that the beginning should be more interesting and that introductory titles must be held to a minimum. Several of the members attended the local theatre to analyze a sport picture which was being shown along with a March of Time film. .After attending the show the group revised the introduction. Several of the athletic scenes which had either been too long or too short were cut out of the reel and were placed in quick sequence at the beginning of the picture. This was then followed by the introductorv titles and the story of Menlo leisure life. When the finished production was presented to the class it was most enthusiastically received. Preceding the picture a report was made by one of the com- mitteemen which outlined the investigative work necessary prior to the making of this picture. The ■4cameranian then explained how motion picture cameras were operated and soinie of the tricks which a good amateur cameraman must keep in mind in taking a jjicture. The use of interesting angles was particularly emphasized. Thus, an experiment in combining student interest in amateur motion picture production and a class unit on leisure time was successfully con%pleted." QUESTION BOX ON SCHOOL FILM PRODUCTION Question: Can you give us some advice on how to splice film? We have been having some trouble with splices coming apart during projection, and would like to know how to prevent this. Answer: In splicing film, the following basic principles should be observed: 1—Make a clean scrape, getting off all of the emulsion. .'Vt the same time, care should be used to avoid breakiiiji the film around the sprocket holes. If the film is torn, a new splice should be made. 2—If you moisten the film before scraping, be sure to dry it thoroughly with a clean, hnt-less cloth before apply- ing the film cement. If you use a dry scraper, wipe off the scraped surface thoroughly. 3—Use good quality cement. There is a difference in various brands, and if the kind you have been using doesn't satisfy you, try another kind. Sometimes if cement fails to "stick" properly, a small piece of film (an eighth of an inch or so in width) dropped into the fluid will improve its adhesive quality. (Concluded on page 142)