The Educational screen (c1922-c1956])

October, 1946 which meet these requirements help materially to provide a setting; for the language activities of children. Oral Communication. Characteristically, the verbal behavior of children tends to center in group situations where a common activity is going on or a common experience is being shared. The film, as shared experience, may be used effectively to stimulate oral communication both before and after its presentation, and in some cases during its presentation. Group discussion prior to the presentation of the film would ordinarily grow out of the background interest, subject area, activity, unit of work, or whatever may have led to the consideration and selection of the motion picture for class use. The introduction of the idea of using an instructional film for the learning purposes of a particular group at a particular time poses the problem of approaching the film ])resentation in such a way that it will have meaning within the framework of the more inclusive interests and purposes of the group. A genera! class discussion prior to the showing of the film will help to ensure such meaning, and may also serve as a fertile beginning for a rich variety of language activities. Some questions which would ])r()bably arise in such a discussion are: ■"Why do we want to see this film?" "What -hould we look for?" Many other questions such as the following niav arise: Page 441 Children help their mother with the marketing. (From "i'^ood .Store." Kiicyclopaedia Britannica Fihiis) "Where will the teacher get the film?" "How will it be shown?" "What makes the jjictures move?" The particular questions to come up will of course vary somewhat with the age level and previous experience of the grouj). During the film ])resentation, itself, the language behavior of the class will usually be confined largely to listening. Certainly, the ])Otentialities of the medium as a means of promoting good listening habits should not be overlooked. As a variant to the usual method, some teachers have found that the occasional projection of the film Happy relationships of children at play. (From tlie Britannica film "I'lay in the Snow") with the sound system turned off offers an effective way of encouraging spontaneous comment among |)upils. This procedure is most effective when the film has already been shown at least once with sound. Group discussion following the film presentation is not only standardized procedure for general learning purposes but provides one of the most fruitful types of oral language experiences for young children. Spontaneous comments of all kinds are to be expected and encouraged. "What did the film show?" "What did we learn from the film?" "Did we find out what we wanted to learn .^" "How can we lea.rn more about what was shown?" "Should we see the film again?" Individual responses may be expected to vary widely, of course, and to introduce personal impressions and experiences having to do with the motion picture. Words and names from the film which may be new to individuals or to the entire grouj) may be discussed and emphasized until they become familiar. Other oral language activities growing out of the film ])resentation may be developed in a varietv of forms. Nonsense rhymes, dramatic play, and singing suggest a few of the many possibilities. Reading and Writing Obviously many of the oral language activities suggested above either involve some reading and writing or lead directly to the use of visual language symbols. Class discussion, prior to the film showing, for instance, might be expected to give rise to a series of questions which the teacher could list on the blackboard. In a class of beginning readers, single words ])ertaining to objects in the film could be listed and discussed. Following the film ])resentation the ojjportunitics involving reading and writing can be expanded almost indefinitely within the limits of the contiiuiing interest of the group. .A simple and useful ]>rocedure followed by many teachers is to ])re])are a list of new words learned from the film. Tlie list may then be used in preparing reading charts or