Film and Radio Guide (Oct 1945-Jun 1946)

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Jonuory, 1 946 FILM AND RADIO GUIDE 29 merly director of visual education in the Santa Barbara schools and is now chief of the division of audio-visual aids in the California State Department of Education. Dr. Charles F. Hoban, Jr., director of the project, and now in charge of visual education at Philadelphia, provides an illuminating foreword. 60. RISE OF THE AMERICAN FILM, THE. By Lewis Jacobs. New York: Harcourt, Broee, and Co., 1939. Pp. 585, illustrated. The best history of American films in print and the first critical account of the movie in America in its commercial, artistic, and social aspects. An ideal text for colleges, adult groups, a n d mature high-school students. Iris Barry provides an excellent preface. 61. SCHOOL USE OF VISUAL AIDS. By Cline M. Koon. Washington, D. C.: U. S. Office of Education, 1938. Pp. 68, illustrated with diagrams and photographs. An interpretative study of the data collected in the National Survey of Visual Instruction in Elementary and Secondary Schools, by the government’s former specialist in radio and visual education. Still useful to the student of motion pictures is Chapter IV, which gives due attention to the teaching of photoplay appreciation. 62. SELECTED FILMS FOR AMERICAN HISTORY AND PROBLEMS. By William H. Hartley. New York: Bureau of Publications, Teachers College, Columbia University, 1940. Pp. 275. The volume is in the main an annotated catalog of some 350 films of interest to teachers of American history and related social studies. Each film is carefully synopsized and evaluated. Included is a section on criteria for evaluating social-studies films. A directory of distributors is provided. It is to be hoped that the book will be revised and brought up to date. What the teacher needs to know is what film is the best of its type in each field ; hence an on-going directory like the Wilson Educational Film. Guide needs to be used in combination with Dr. Hartley’s handbook. No doubt some omissions, like that of the Nu-Art A b r a h a m Lincoln, and some minor errors, such as mentioning Warner Brothers instead of MGM as the producers of Servant of the People, will be corrected in a second edition. Information as to the many illustrated study guides which apply to social-studies films, including some films listed by Mr. Hartley, also should be included : in the present volume none of the materials sponsored by the Department of Secondary Teachers of the National Education Association is mentioned. 63. STAGE AND THE SCHOOL, THE. By Katharine Ommoney. New York; Harper & Bros., 1939. Revised edition. Pp. 504, illustrated. The best textbook covering the entire field of the drama at the secondary-school level, including newer chapters on motion-picture production, makeup for stage and screen, and television production, as well as sections on film history, film acting, and shopping for films. 64. STARS AND STRIKES. By Murray Ross. New York: Columbia University Press, 1941. Pp. x, 233. An account of the unionization of Hollywood, of special interest to social-studies and commercial classes. Useful as a basis of reports in classes studying industrial relations and economics. The book tells for the first time the complete story of the dramatic conflict of capital and labor in Hollywood — how Los Angeles changed from a citadel of anti-unionism to a union town in which the democratization of labor brought about friendly re lations between the elite and the low-wage earners of the industry. The author is a teacher of economics at Brooklyn College. 65. STUDENTS MAKE MOTION PICTURES. By Floyde E. Brooker and Eugene H. Herrington. Washington, D. C.: American Council on Education, 1941. Pp. vii, 142. A brilliant book that should be read by every American teacher interested in vitalizing secondary education. This seventh study in the notable series of reports of the American Council on Education’s Motion Picture Project takes rank as the most practical text dealing intimately with the fundamental problems of the production of text films. One hopes that schools everywhere will join the movement to make honest-togoodness text films in great volume, financing them by a system of distribution and exchange to which all will contribute. If schools can make good text reels at $500 each, there are commercial distributing organizations now that will undertake to reimburse them in exchange for the right to distribute the films nationally. Imagine the possibilities of a large-scale cooperative enterprise in which young America would make its own films under expert supervision ! 66. SUGGESTIONS FOR PROLONGING THE SERVICE LIFE OF 16MM PRINTS. By Frank Wing, Jr. 12 pp. New York: Allied Non-Theatrical Film Association, Inc., 303 Lexington Avenue. 1943. An Ansco research expert analyzes the factors influencing the service life of 16mni prints and offers practical suggestions for avoiding film damage during projection and rewinding; reducing film brittleness and curl ; securing proper humidification, cleaning, waxing, renovation, scratch removal, and storage. Mr. Wing lists 15 “do’s”