International Review of Educational Cinematography (Jan-Dec 1934)

358 EDUCATIONAL CINEMATOGRAPHY Conclusions. I think the follow ing practical suggestions may be gathered from what has already been said, and I imagine it will not be difficult to obtain a general consensus of opinion on them. (1) Luminous projections should not be used in schools for those objects and phenomena which can be adequately observed in reality ; (2) Preference should be given to a graphic or plastic representation of the objects being taught, unless there is some real and distinct advantage to be gained in showing the particular reality in movement, or unless it be deemed advisable to obtain with fixed projections, special effects of the image for an understanding of the object ; (3) The use of both lantern slides and motion pictures ought to be much restricted in elementary schools and these aids should be increasingly employed in the higher grades, while documentary films in the wide meaning of the term and pictures having a recreational-educational scope could be used with a certain frequency and periodicity even in elementary classes and in prescholastic institutions : (4) In general, the use of the luminous image as a visual aid ought not to be too frequent if only to prevent the pupils acquiring harmful mental habits and submitting to hygienic disadvantages. The film should not be shown for long on each occasion of a projection, in order that it may not interfere with the teacher's regular didactic work and risk causing a confusion of the real aims of teaching ; (5) The use of lantern slides should be considered preferable to motion pictures as an educational means for increasing the child's powers of observation when the use of the film does not become inevitable owing to the special nature of the object and the purposes aimed at ; (6) The teacher's word should always set forth the problem which may later be illustrated by the film giving the pupil cognitions and ideas beyond those imme diately before his eyes. Sub-titles, explanatory comment and printed matter should not be used in the case of children ; (7) The teacher ought to regulate the rhythm in motion picture projections, and be able to repeat certain parts, to stop the projector at will and to insert slides between the running off of the film so that the best possible advantage may be taken of the visual instruction and the most favourable conditions for the exercise of the powers of observation by the scholars ; (8) Teaching films ought always to be made with the collaboration of teachers and pedagogues according to the grade and type of school and the educational purpose they are intended to serve ; (9) Better than complete darkness in the projection room is a certain penumbra effect and a small illuminated zone near each pupil to enable him to take notes or read ; (10) It is necessary to obtain with all possible means the active collaboration of the child and draw its active attention to the objects thrown on the screen such as graphs, drawings, etc. of the model of the objects shown it, rapid notes on the development of the phenomena appearing on the screen, explanations by the master, etc. ; (11) The pupil ought always to be invited to make a verbal or written reconstruction of what he has seen after the projection and he should be held to the greatest possible precision, allowing him to take council and advice from other pupils. Drawings or sketches of a rough and rapid nature should also be insisted on from the pupils after they have witnessed some fact or phenomenon on the screen. This will prove a memory exercise. It is only in this way, by demonstrating the wealth and power of suggestion of the motion picture for human culture and thought, that it will be possible to eliminate the disparity between film teaching and that ideal active method which is one of the essential requirements of the modern school.