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

FILMSTRIPS by Irene F. Cypher Filmstrips To Use People always ask us to indicate the grade level for which certain materials are appropriate. At this moment we wish we could make a "blanket" reply, namely "this is appropriate for all grades." Now, please let us explain such an apparently rash and thoughtless statement. It is tnie that there are very real and specific learning problems which make it necessary to prepare materials for use with pupils at definite points in their learning careers. First graders cannot cope with the words and terms that high school seniors glibly toss about. On tlie other hand, high school seniors would be insulted if a teacher presented material couched in the simple one syllable words that primary graders can handle at their reading level. But why must all material be labeled as intended for and useful at, only certain grades? Much material can be visuahzed in such a way as to be "gradeless," and potentially useful with any group, depending on how the teacher introduces it and how the pupils are led to use it. This is why we have always liked filmstrips without captions. If some filmstrips didn't run captions, they could be used with great success anywhere from kindergarten to college. ( But teachers consistently ask for captions to help the viewer read the correct "message" from the pictures"). Of course, this means extra thought on the part of the teacher in preparing to talk and teach "to" such filmstrips; but it also means the teacher can use film material in many, many different situations and suit it to her owti presentations and plans. Gilbert and Sullivan wrote "Make the punishment fit the crime." Why can't the teacher make the presentation fit the lesson? It is our feehng that many times, if the teacher coi^ild be free to make her own comments, if pupils could be free to look at the screen and draw their own conclusions, that the resulting learning and enjoyment of the learning experience would be immeasureably increased. Once you put captions on a picture, you have more or less delimited the grade or grades with which it will be most effective. Even here, however, there is opportimity for more expansive use of material. If the words are not too great a "conditioner," why don't we try to see how simple material can be used for review at some levels? Why don't we give pupils an opportunity to "see" some visualizations that may stimulate them to do more advanced work? What we plead here is the case for wider use of materials that are good for a wider range of grade levels, and for less restrictions in grade labeling. There are many possibilities for extending the usefulness of filmstrips if we take time to recognize material which is potentially suited to individual pupil "paced learning." Pupils should be encouraged to turn to filmstrips for review and research as they would turn to a book. Then we might begin to achieve a breakthrough in learning. It can be done— but first we need to do some re-thinking about the binding, and blinding, effect of labels indicating usefulness. Biolab Techniques (3 filmstrips, color; produced by Long Filmslide service, 7505 Fairmount Ave., El Cerrito Calif.; $14.50 per set, $5 single strips). This is a series definitely designed to help a teacher encourage his students to do their own research. The individual titles of the strips are "Using the Microscope," "Collecting, Insects" and "Dissecting the Frog." There are both photographic shots and drawings; emphasis is on the way to do things, and the how of doing these things. At the same time, the filmstrips teach the iirip>ortance of careful, detailed study and research, and the value of research findings in science study. The subject material is interesting, and feeling of dignity is given to the techniques of scientific study as a part of meaningful learning. Very good for both junior "and senior high school science work. Childreri Of Southeast Asia And The Soviet Union (9 strips, color; produced by Eye Gate House, Inc., Jamaica 35, New York; $30 per set, $4 single strips). We really know so little about how the children of this particular area of the world live, that the details presented in this series are extremely important. The intent is to illustrate that children (and people) in all parts of the world have the same basic needs, and this study includes the coimtries of Thailand, the Philippines, Indonesia, Malaya, India, Burma and Russia in Europe. We are .shown something of the games played, the food eaten, and the little things enjoyed, such as going to a circus, fishing, and holiday pastimes. We are. of course, shown how the children in each country are affected by differences in climate, family customs and national customs. The material is good for study of international affairs and understanding people in other parts of the world. Good for social studies. Elementary Mathematics, Series I And II (color filmstrips; produced by Colonial Films, 71 Walton St., N.W., Atlanta 3, Ga.; series I, 8 strips and teaching guides, $50.50; series LL 8 strips and guides, $48 ) . A good, clear understanding of numbers and the basic concepts underlying the use of numbers in actual situations is needed by all pupils. In this series the young viewer is taken through the steps essential to addition and subtraction through nine. In series II this is reviewed and the student learns about the key number ten. Plus and minus become concrete terms to him, and he is encouraged, by seeing both how to work and to play with numbers, to make numbers a part of his daily activities. The material is well presented for a sequential study as part of classroom work; at all times the viewer is helped to find answers for him.self. Well designed for beginning work in mathematics. Grain From Farm To Table (single strip, color; produced by Cereal Institute, Inc., 135 South LaSalle St., Chicago 3, 111.; available without charge from Educational Director of the Institute). Filmstrip, wall chart and booklet have been combined to indicate what grains contribute to our food resources, and how they get from farms to our tables. The story indicates where we might expect to find cereal grains growing, and what steps are taken to harvest and process them. We learn what kinds of cereals are available in retail stores and the protective facts supplied by correct labeling. The pictures are schematic and diagrammatic and could be used in connection with projects in social studies, science and home economics classes. o o « Parts Of Speech (8 filmstrips, color; produced by Encyclopedia Britannica Films, 1150 Wilmette Ave., Wibnette, 111.; $48 per set, $6 single strips). This series begins with a very good question — "Why Study Grammar?" The student is then taken on a viewing experience which introduces him to a consideration of the importance of nouns, pronouns, prepositions and other parts of speech in the fomration of phrases and clauses. If we, as individuals, are to communicate properly with others, then this material should 726 Educational Screen and Audiovisual Guide — December, 1962