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FILM AND EDUCATION
tion with aims and goals in teaching programs and more cooperation between film producers and teachers.
The Film Becomes One of The Basic Teaching Materials
Once the teacher sees the place which the educational film can take, and once she has some knowledge of evaluation, she is ready to use the film. Actually, this is the crucial problem. The use of the educational film requires planning and preparation, and this involves student activity and participation.
The instructional film, as well as the documentary film, is justified of its position here only if it serves a capacity that no other device could serve. "The Instructional Film is designed to teach a particular concept, principle, or generalization; to build an attitude or outlook; or to develop a skill."5 Pale further describes the documentary film as one also characterized by specific teaching purpose, though its techniques are to show the effects of certain experiences or conditions upon individuals or groups. This type of film readily adapts itself to problems in health teaching. The context of such films certainly pushes aside the walls of a classroom and helps the student to grasp the meaning of the particular phase of health education upon which the use of the film was based.
It is necessary to plan for the job that the film is to do, and it is here that many teachers have erred. Because they have not succeeded in getting the greatest possible value from the film, the film in some instances has fallen into ill repute. Student reaction to films has often been negative because of a lack of thought stimulation or because of insufficient background of scientific information. Dewey points out that no experience having meaning is possible without some element of thought.6 Films need not be isolated, vicarious experiences with little significance, and there need be no missing links be
5 Dale, Edgar, Audio Visual ^Methods in Teaching, Dryden Press, New York, 1946, page 301.
6 Dewey, John, Experience and Education, MacMillan Co., 1938.
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