Educational screen & audio-visual guide (c1956-1971])

story content. Ihoiif^h some members consieiered the marked awkwardness of the performers as detracting from the effectiveness of the fihn. the majority feft that such awkwardness characterizes in reality a person's l>ehavior in new social situations, and therefore strengthens considerably the authenticity of the presentation. GOLDILOCKS m THE THREE BEARS ((;<)ronet Instructional Films, 65 East South Water Street, C:hicago 1, Illinois) 11 minutes, Himm, sound, color or black and white, 1953. SI 10 or |55. Teacher's Guide available. DESCRIPTION llirough live-action photography, this film relates the incidents in the story by the same name. The introductory secpience shows a girl about ten years old in the woods near her home reading the story, Goldilocks and the Three Bears. Her imagination playing with the idea of a house for three bears prompts her to go farther into the woods — farther than she has ever gone before. Much as slie expected, she does find a little house which she feels sure belongs to three bears and she assumes the role of Goldilocks. .■\t this point in the film, the Goldilocks' action is interrupted to show what had happened in this little house before her arrival. Three live bears do actually live there. When they arose, the father bear read his paper and the baby played with his toys while mother bear prepared breakfast. When they discovered their porridge was too hot, they went for a walk. It is during their absence that Goldilocks arrives. Remembering her manners, she knocks at the door, but when no one answers, she forgets her manners and enters even though uninvited. She excitedly explores the house — its chairs, its food, and its beds -with the results that she breaks the baby's chair, eats the baby's food, and falls asleep in the baby's bed. ■After playing in the woods, the three bears return to discover the results of an uninvited guest's action. They finally discover that guest asleep in baby bear's bed! Upon awakening. Goldilocks sees first the baby bear and as she starts to love him. she discovers the two much larger bears and is frightened. She runs out of the house never to penetrate so far into the woods again. The conclusion invites the audience to imagine their own "three bears' house," to draw a picture of it, and to tell what happened in it. APPRAIS.XL The actions of the three bears are surprisingly realistic and unusually interesting. The few times that strings directing the actions of the bears are discernilile seem to detract but little from the total effectiveness of the film. Preschool and primary teachers should find this film effective in stimulating language arts and art activities. Your students should know that some careers require early course planning to make the most of high school educational and training opportunities. These Early Worm jobs generally outnumber the Eorly Bird students who have found vocational goals in time to make effective plans But YOUR LIFE WORK films can help your students get a faster start . . . offer an incentive to learn by visualizing these employment opportunities This spring, add realism and spice to your career program with films — YOUR LIFE WORK films — proved by independent educational research most effective, least expensive Write today tor purchase or rental information ' ^' MOLLY GROWS UP (.Medical .Arts Productions, Inc.. 116 Natoma Street, San Francisio 5, California, or 1 1 West Forty-Second Street, New York, New York) 15 minutes, 16mm, .sound, black and white. $80. Produced by Medical Films, Inc., for Personal Products Corporation. DESCRIPTION This is the story of Molly, a thirteen-year-old, as she happily experiences her first menstrual period. The facts which youngsters want to know and parents should know about menstruation are presented through Molly's attitude toward growing up and her experiences associated with the growing up process; her relationships with her family,, the school nurse, and her schoolmates; and the various explanations of normal menstruation which she receives. I'hc introductory scene sliows Molly enthusiastically describing a wedding to some of the neighborhood women. .As Molly is called away by .some of her schoolmates, they comment on how Molly is growing up. .At .school Molly meets the school nurse who asks her to stop in her office for a throat check-up. .As the nurse dismisses Molly, she confides to the audience that she has known .Molly and her family for a long time and invites them, too, to become acc]uainted with Molly and her family. The film then proceeds to introduce Molly's father, mother, and her older sister, Jeanie. It next shows Molly in Jeanie's room furtively trying on her hat and a|jplying her lipstick. Claught in the a(t, .Molly offers feeble excuses to expliiin her behavior as purely accidental. As Jeanie reaches in her dresser cbiiwer for a sanitary napkin, the two girls discuss menstruation and when .Molly can expect her first period. One day, not much later, Molly hurries home from school to break the news to her mother that she has started her first menstrual period. .Molly's mother shows no emotional disturbance or embarrassment but calmly ;ind affectionately asks Molly how she feels and promises to hold a "mother-daughter" conference with her after dinner. After dinner. Molly and her mother enjoy a confidential chat in the living room reviewing the re;isons for menstruiition, proper care of the body during menstruation, and the average intervals of time between menstruation, riieir conference is interrupted by a telephone call from .Molly's friend Peggy. lAfolly declines Peggy's invitation to go swimming because, ;is she 152 I Educational Screen