The educational screen (c1922-c1956])

Page 142 The Educational Screen 16 MM Sound Films on THE UNITED NATIONS AT WAR UN/rn ST4TES Official U.S. War Films em- bracing: War Production Food Production Civilian Activities Issues of the War Tfcese fHmi ore avoifoble tor a service charge o/ 50e /or f*e «rif sttbjecf, and 25e for each additional subieet booked Oft one program. 0(/« ALUfS Films on: Cen«da England Ru:sla Poland China Czechoslovakia South America Mobilize your projector for Victory! Show these films in the classroom, the auditorium, In community forums—and hasten the day of Victory! Also available, such outstanding documentary films as "The River," "The City," "One-Tenth of our Nation." For turther Information write THE COLLEGE FILM CENTER CHICAGO, ILL. 84 E. RANDOLPH STREET 4—Spread the cement thinly and evenly over the scraped area. Too much will produce a bumpy splice, and in cer- tain types of projectors a thick splice is likely to pull apart, or, in one type, it may trip an automatic emergency trigger which will stop the machine. Be sure, though, to use sufficient cement to cover the entire scraped surface. Avoid the tendency to miss the area around the sprocket holes. 5—Clamp the two sections of film together immediately after applying the cement. Almost any splicing equipment does this satisfactorily. It is important that the surfaces of the equipment be kept clean so that the film rests on a truly smooth surface. Particles of dirt or hardened film cement will form an uneven surface and consequently infer- ior splices. 6—Allow the cement to dry for at least fifteen seconds, then release the clamp. 7—Wipe off any excess cement (there should be none if the right amount has been used) with a clean, soft lint- less cloth. 8—Instead of pulling the film off from the si)Iicer, it is helpful to slide a pencil or some thinner object under the film, thereby raising it gently instead of abruptly from the splicer. If these simple precepts are followed, you should have no difficulty with your splices. Before projection, you can, and should check splices quickly by rewinding the film through a soft cotton glove. Any loose splices will catch in the glove, and can then be repaired. Never try to re- cement the same surfaces. The film should be re-cut, and an entirely new splice made. Question: How important i.s it to use a haze filter with outdoor Kodachrome? What is its function? Answer: A haze filter is definitely essential for good results with regular Kodachrome used for photographing mountain scenery, or for work at high altitudes, or under almost any conditions where a telephoto lens is used to photograph distant objects. It is of primary importance in the mountains because, even on the clearest day, there is a haze which, although perhaps not noticeable to the human eye will give a blue tinge to Kodachrome exposures. A. telephoto lens will further exaggerate this effect. This sort of haze is eliminated or filtered out by the haze filter. However, it will not "cut through" a heavy mist, nor will it make a clear bright scene of a naturally dull one. If in doubt, use the filter. Actually, there i,-; nothing to lose by always using a haze filter with outdoor Kodachrome, for it requires no exposure correction, and it does insure the best obtainable color quality under any conditions. Experimental Research in Audio-Visual Education By DAVID GOODMAN, PhJ). Title: A SURVEY OF VISUAL AIDS IN THE CIN- CINNATI SCHOOL SYSTEM For the degree of Master of .-Krts, completed 1941—University of Cincinnati Purpose The purpose of this survey was to determine: 1) The grades in which visual aids were most frequently used in the Cincinnati grade schools. 2) The subjects in which visual aids were most frequently used in the Cincinnati high schools. 3) The proportion of the educational staff that makes u.se of the visual aids offered by the exchange. 4) The reaction of the teachers using the visual aids to the value of the content of those aids. 5) The trends in the use of vi.sual aids in the Cincinnati public schools. Procedure This study was a normative survey of the basic data, con- cerning the use of visual aids during the first five months of the school year, 1939-40, that were available through the office of the Cincinnati Visual .-Mds Exchange. This included only tho.se aids that require mechanical apparatus for pro- jection, namely, sound film, silent film, lantern slides, and film strips. A selection of ten other studies of a similar nature, the de- velopment of the Visual Aids Exchange, and a brief account of the types of aids considered were included as a background for this survey. Result As a result of this survey, another form of projection re- port slip was devised which may be of value in the future to ones interested in this phase of visual education. The following suggestions were made for further investi- gation in the field of visual education. 1) A survey of the use of the visual aids, other than the ones included in this study, in the Cincinnati school system. 2) An investigation into the problem of selection of new aids, and the duplication of the most frequently used, for the Cincinnati Visual Aids Exchange. 3) The preparation of a printed manual on the use of visual aids in the classroom. 4) A survey of practices in the use of visual aids in several of the larger school systems, and comparison of the results with the use of visual aids in the Cincinnati school system. 5) A summary of the literature in the field of visual edu- cation from 1937 to 1940. 6) A repetition of this survey a year hence to determine the change of practices, if any. 7) Experiments with the use of visual aids in the various subject matter fields, to determine methods that are best fitted for the use of visual aids in specific subjects. Conclusions This survey points out where visual aids were most frequently used in the Cincinnati school system. It is an inventory for the local exchange to show where the most progress has been made since its establishment. A comparison of the results of this survey with one of a similar nature in another school system might yield some pertinent information for both school systems. The conclusions were as follows:— 1) Silent films were used more extensively than were sound films and lantern slides combined in both the grade schools and the high schools. 2) Lantern slides and film strips were used more extensively in the intermediate grades than on other levels. 3) Industrial Arts and Commercial classes used more visual aids than did the other classes of the high schools. (Concluded on page 151)