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

locomotive meets a set of tracks leading into an empty stall. In this stall, the locomoti\e is serviced and repaired. The film leaves the steam locomotive to permit the audience an opportunity to examine a diesel locomotive which is on the washrack. The narrator points out that the diesel has no smoke stack or outside rods on its wheels. When the diesel moves down the track of the mechanical washrack, soap squirts out of two iron pipes and giant scrub brushes spin against its sides. Finally, water is sprayed from an archway to rinse it. The next sequence shows how switch engines are used to push freight cars to the top of the humi). Here, as they roll down a gentle slope, a switchman uncouples each so that it can be directed to the proper track according to its destination. The film then ends, as it began, with a full freight train going on its way to a big city. APPRAISAL The film, emphasizing sound as an integral part of yoinig children's experiences with and imderstanding of freight trains, appeals especially to their interests in creative rhythmic expression. If the responses of the group of youngsters who were invited to the film showing at the preview session at Indiana University can be expected from all groups, teachers should have no hesitancy in using the film with early elementary groups to present some big ideas connected with freight train operation and to provide the basis for group rhythmic activities. The coordinated record was used effectively to provide the musical accom paniment for the children's activities. The handbook which accompanies the film is designed to help teachers in suggesting techniques for teaching rhythms, and with stick-figure drawings it shows floor patterns and movements developed by the children at U.C.L.-A. Elementary School. IIPERSTMDL^G SOLIDS E GEOMETRY (Owens and Rodriguez, 9300 Venice Boulevard, Culver City, California) 20 minutes, 16mm, sound, black and white. $100. Produced by Jorn Tunbo. DESCRIPTION This film reviews many of the solids and surfaces studied in solid geometry, introduces a new device for constructing various solids and surfaces, and shows the application of such surfaces to the manufacturing of pipes and duct wt)rk in the sheet metal industry. Hie first part of the film provides a review of solid geometry, showing examples of geometric solids and surfaces in a pencil, art eraser, table top, and a milk carton. The prism, cone, plane, cylinder, and prismatoid are shown, as well as a dihedral and a polyhedral angle. The film illustrates the use of the basic tools — pencil, ruler, and compass — in the construction of a geometric surface. The next sequence of scenes demonstrates the use of the "developer" in making a construction. The film shows the application of this instrument in the construction of a hexahedron, a A-V materials are needed ! i f i f f to teach teachers, too! I We have specialized in producing materials for use in pre-service and in-service teacher education programs. Have you seen ACHIEVING CLASSROOM DISCIPLINE HELPING CHILDREN DISCOVER ARITHMETIC BULLETIN BOARDS AT WORK and many others designed especially for teachers? For information, write: A-V Materials Consultation Bureau ! polyhedral angle, and a right pyramid. Succeeding views show further applications as the "developer" is adjusted to construct pyramids of different altitudes as well as oblique figures. A complex curved pattern is then pictured to reveal the many construction lines required to produce it. The "developer" is u.sed to produce the same pattern with great ease and simplicity, a pattern that is seen to result in a tapered fitting. The following sequence presents \arious examples ol sheet metal work — the twisted duct, cone boot, stock head boot, and "\' branch, and depicts the part played by the "developer" in their construction. The film closes by showing a number of examples of complex duct work in use in industry. APPRAISAL The conmiittee which previewed this film was composed of present or fornKi teachers of solid geometry. The group expressed emphatic approval of this film and recommended it highly for use in solid geometry classes at the senior high school or jiniior college level. The members felt that the film should be used at least twice during the course — using the last half of the film as an introduction to solid geometry to show its practical applications, and then using the film in its entirety near the end of the course to review concepts and to re-emphasize the practical value of solid geometry. — Merlyn Herritk LOBOLA (Contenqjorary Films. Inc., 13 E. 37t]i Street, New York Ifi, N. Y.) 26 minutes, 16mm, sound, black and white. SI 2;'). Written, directed, and photographed by Jan M. Perold. DESCRIPTION Lobola provides i n t e r e s t i n ;.; glimpses into the culture of a Bantu tribe in .South Africa, certain cidtural differences between two neighboring tribes, and some of the psychological and social adjustments necessary when a native goes to live and work in the city of the white man. Sam Massinga is a member of the Bavcnda tribe: his beloved is Kobani of the Shangaan tribe, but Sam's father refuses his son the tattle (lobolo*. or bride price) whiih must be given the bride's father. Sam feels himself to be "the calf which dies of loneliness." Bavenda women serve their men in a way "as beautiful as the courting of a i Wayne Universify Detroit 1, Michigan * 1 his is the collect spelling of the term designating the "[nice paid for a bvidc," according to the anthropologists who previewed the lihii. 122 Educational Screen