The Educational screen (c1922-c1956])

Page 18 Educational Screen work on the prol)leii), extending their .study into other areas. From time to time reference was made to the life of the Eskimo people in contrasting it with or comparing it with life of people in other regions. The jilaces where this film might be used as teaching materia! are certainly several. It does depict a type of people little affected by our culture, whose civilization is still very primitive. Geographically, it shows a type of region where surface and climate conditions are very different from our own. One can clearly see, then, how this same film might be utilized in connection with units on types of regions, primitive peoples, cooperation, inventions, transportation, etc., to mention just a few. We know from studies which have been made that children learn a great deal from motion pictures and remember a great deal, even without directed study or observation. This should make us more aware of the great values \Vhich may be attained from well-directed study of films. Motion pictures are a teaching aid. They are not an end in themselves. They should be carefully selected to fit a particular need. Unless they do the job better than any other available device they have no place in that particular instructional situation. To determine this, it is essential that the film be carefully previewed before using it. Another reason for this previewing is to allow for the preparation that must be made for using tbe film. In some cases a question has arisen in the course of the study of a unit and the film is selected to Jielp answer those questions. In other cases the teacher has purposes in mind which he may give to the class, that they may become group purposes. We should no more be guilty of showing a film for instructional jnirposes without having made specific preparation for seeing it than we should be justified in taking a class on an excursion without first preparing them for it. Usually a film is shown the first time without interruption. As one of the chief values of film is continuity, the reason for this is self-evident. A period of discussion after the first showing is usually advisable. This may be a very profitable time as it will rcbull in questions about parts of the picture wiiich have not seemed clear, in clarifying words or expressions, in calbng attention to important sections of the film. It should suggest definite things to be noted in the second showing of the picture. Sometimes it may be of value to stop the film and reshow a part of it during this second projection. In seeing Eskimo Children the class asked if they might take a "good look" at\ the tundra. There might be occasions when a third showing would be worthwhile, if the film were a short one. Of course, the real test of the use of the films is the results obtained. As teachers, one of our most important and often most difficult tasks is to evaluate the methods and materials we use. Some .sort of evaluation, then, will follow the use of any film, if the purposes for which we used the film were not achieved, some more efiective method must be found. We might find that the concepts are too difficult for the children to whom the picture was shown. We may find the vocabulary beyond their understanding. \\'e may find that the film simply does not fill the need as we had expected it to do. Methods of evaluation vary with the group and the purposes for which the film was Three scenes from "Eskimo Children" (Encyclopaedia Britannica Films, Inc.)