We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
CHAPTER X
APPLICATIONS OF THE FILM IN LANGUAGE ARTS*
HARDY R. FINCH
Head of English Dept., Greenwich, (Conn..) High School Textbook and Film Consultant
Since all phases of our speaking, writing, reading, and listening activities are included in the language arts, we can truly say that more opportunities for film use exist in this field than in any other one. Why then are there still thousands of English teachers who are not using films extensively?
Undoubtedly, one of the reasons is the lack of facilities for the obtaining and showing of films. Involved in this problem is the matter of equipment, film budgets, and audio-visual supervision. Another contributory cause is the attitude of the English teacher toward films. To some English teachers, the running of a projector, the film-teaching lesson, and the sources of films are things unknown to them, and therefore they avoid film use whenever possible. This avoidance reaction may have been intensified by an unpleasant past experience with films, such as, the showing of an unsuitable film, the projection of a film under unsuitable conditions, or the unsuccessful conduct of a lesson based on a film showing. "I don't know any films to use," was the reply of one English teacher when asked why she didn't use films. Her comment gives a typical reason why she and her colleagues avoid film use. Also responsible for this avoidance pattern is an attitude developed before audio-visual aids were used widely. With this
* Editor's Note: For a discussion of film use in beginning reading, see Chapter VI.
[157]