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58 HOW TO USE THE EDUCATIONAL SOUND FILM fifth-grade teacher boldly explored the problem of attention by mentioning in the preliminary discussion certain things she wished the children to notice, and requesting that each time they saw these things in the picture they should raise their hands. There is no doubt but that procedures which divide the students' attention should be used cautiously. In the first ap- pearance of the picture in the unit there should be no inter- ruptions; during subsequent showings, when students have become familiar with the film's continuity of thought and are observing specific features, it may not be amiss for the teacher to throw in a parenthetical comment or question now and then. The auditory interruption may be less likely to distract than the visual interruption. C. USING THE SOUND FILM AS A SILENT SUBJECT WITH TEACHER COMMENTS This adaptation might be expected to occur most frequent- ly for films with integrated explanation. However, it is con- ceivable that it might be used even with a sound film such as The String Choir if the teacher wished at some point to con- centrate the students' attention upon watching the player's fingering and bowing techniques. The purposes for which the teacher may substitute a commentary for the recorded inter- pretation may be classified as follows: a) To adapt an advanced film for an elementary class 6) To concentrate attention in a repeated showing on certain purely visual elements in the film c) To review rapidly important visual elements depicted A first-grade class studying Animals of the Zoo saw the film the first time in its natural form. After some study in which various art projects growing out of the film were undertaken, the teacher presented the film for the second time, but with- out the sound, so that she might explain how certain animals should be drawn. According to the teacher, this procedure was quite satisfactory. A fourth-grade class was studying a film on Butterflies.