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FILM AND EDUCATION
Perhaps several further examples of films usage will indicate how important it is to consider the nature of the class and the unique contributions which a particular film can make. Practically every investigator into the problem of film utilization has emphasized the extreme importance of following the film showing with class discussion. They have warned that false impressions may be obtained from films just as erroneous concepts may come from reading a text. Wittich and Fowlkes have proved statistically that more learning results when a film is followed by discussion and tests.4 In spite of this sound advice there may be an instance in the social studies where the very best follow-up advice is simply to ask the class to think about what they have seen. For example, a class in junior high school civics may be studying intercultural relations. The teacher decides to show them the Frank Sinatra film, The House I Live In (distributed by Young America Films). This film carries a powerful message concerning respect for others regardless of race or religion. The whole film packs an emotional punch of great intensity. In many situations, any talk following the film would be in the nature of an anticlimax. The best thing to do would be to have the class think it over until the next day and then prehaps give voice to their conclusions.
Still other problems of film utilization might be raised by using the Encyclopaedia Britannica film on Water Power in a geography class studying the hydro-electric resources of our nation or of the world. This film crams a large number of highly important ideas and facts into an 11-minute film. Taking for granted that this class has already been introduced to the general concept of the manufacture of electricity from the power of falling water, this film might be introduced by a review of these general facts and an overview of ideas contained in the film. The film is then shown to the pupils. Following the showing the new ideas which the film has brought
4 Wittich, Walter, A., and Fowlkes, John Guy, Audio-Visual Paths To Learning. Harper and Brothers, 1946. Ch. III.
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