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FILM AND EDUCATION
of the large manufacturing plants clearly proved that films can be shown virtually "on the job." Where rooms or laboratories or workshops cannot be adequately darkened, the shop instructor can construct a portable "daylight" unit, which is nothing more than a long box with a permanent screen installed in it ; wings around the screen shade the screen from objectionable room* light. For, as long as the screen itself is in semi-darkness, a good screen image can be projected, irrespective of room conditions.
Lack of seating facilities need not become a mojor concern. Students will be interested in seeing the film and will adapt themselves to the condition very quickly. While it would be better if the room is equipped with chairs and tables, the lack of such facilities should not deter anyone from making a beginning in the use of the film as a valuable teaching aid.
It is important that the vocational arts instructor accept and follow the fundamental techniques of film use, as discussed by Dr. Wittich in Chapter 5. In vocational arts preview, preparation, proper presentation, and intelligent followup are just as important as in any other school area. Previewing the film enables the instructor to see whether the film covers the subject and the points which are to be taught in the lesson, and to see if it is on the learning level of the group that is to see it. During the preview, the instructor should note the teaching points of the film as they appear on the screen. From these points, prepare a list of questions which can be made the basis of a short introductory discussion before showing the film to the class. After showing the film, present the questions again. If the film is accompanied by a Teacher's Guide, as most school films are today, make thorough use of this Guide in the film lesson.
From this brief discussion, it should be apparent, even to the instructor who has not yet used teaching films, that the educational film can help all teachers do a better job of teaching
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