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TECHNIQUES OF TEACHING WITH SOUND FILMS 43 and the further questions it had raised? Specific analysis of this type aids the teacher in opening up new possibilities for creative techniques. In general, a rough but usually obvious measure of success is the degree to which the students were stimulated in their attack upon the problems of the day's lesson. The teacher who analyzes his work from this angle is usually left in little doubt as to the effectiveness of the pro- cedures by which the film was made a part of the learning situation. FREQUENCY OF FILM SHOWING It will be noted that some of the procedures described in this chapter apply to the initial showing of a film, while others refer to subsequent showings. This brings up the question as to the optimum repetition of a film during the course of a unit. When the film is directly presenting the main ideas of the topic, repetition of its use is extremely valu- able. In experimental projects a talking picture has been shown as many as five times in a unit without loss of pupil interest. On the other hand, in some cases even the second showing of a film has met with bored inattention. The cause is obvious. Successful repeated showings and consequent gain in what is derived from the film result from making the film showing function as a direct answer to important new problems which the children have raised, or as the introduc- tion to a new sequence of thought which dominates the re- viewing of the film. In other words, where each showing is made purposeful in terms of the child's interests, it is worth while and productive. This discussion, of course, applies very largely to those situations in which the film is used as a means of direct teaching. WTien the teacher uses the film solely for appreciation or enjoyment purposes, or when the picture is only indirectly related to the topic under consideration, showing the picture only once may be quite valid. A supervisor of film teaching presents this point of view with regard to repeated showings: