International Review of Educational Cinematography (Jan-Dec 1934)

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360 EDUCATIONAL CINEMATOGRAPHY in schools, and that the cinema could only be rendered efficacious by use in separate classrooms. The former is a rigid, too little mobile form of scholastic cinematographic organization. It is extremely difficult to select a programme suitable for several classes alike, unless the different classes have studied the same subjects during the same period of time. More over, the collective cinema cannot individualize, and it accustoms the pupil to be a passive spectator. One has sought, and with success, to remedy this, by modifying the manner of presentation. I will return later to his argument. The financial question contributes chiefly to the preservation of the collective cinema organization and in this period of great economic depression it is comprehensible. A film that has been projected once to 200 persons is in better condition than one which has been projected ten times to 20 persons. In order that I may better explain the views which I have to propound upon the didactic cinema I will deal immediately with the Methods for instruc Every scholastic cinema five projection. should fix one day of the week for projection, the general organization agreeing as to which day. The programme of films should circulate from cinema to cinema, according to a previously arranged plan, established for a term. Each scholastic cinema in turn must notify the schools depending upon it, of the days and hours fixed for projection. The teachers of the different classes will then have the opportunity of dividing their instructive material accordingly. The day appointed should be exclusively for children of the same age. Accordingly to a carefully prepared system of rotation, one calculates that the pupils would attend a number of projections varying from 2 to 4 a year. In the last scholastic year the following subjects were projected in the Viennese scholastic cinemas : Primary Schools (first to fourth class, pupils varying from 6 to 10 years) : Madame Holle — Be laid, little table ! — Peregrinations of a postal packet — Country life — Communications in the big cities — Firemen — Forestry — Southern Lower Austria — The valleys of the Austrian Alps — Brick-making and house-building. Middle Schools (from fifth to eighth class, pupils varying from II to 14 years): The child — Southern Lower Austria — The valleys of the Austrian Alps — In the insect kingdom — Look out, Asia ! (Sound film) Africa ! — Hungary — Northern countries — Wonders of the technical world — Captive animals — Hamburg — The microphone on journeys — The Mediterranean — From the tree to the newspaper. All these films, with the exception of the sound films inserted, were taken from the archives which the Association of the Scholastic Cinema has instituted, in accordance with the Viennese Urania, under the name of Austrian archives of All films in these archinstructive films. jves are 0f didactic character, and have been elaborated in accordance with the principles of cinematographic pedagogy, adapted particularly to the requirements of instruction in primary and secondary schools. Their substance corresponds to a limited quantity of educational material. For every film there is also a small series of about ten prints which help certain difficult parts of the film to be understood. The teacher must provide that the film be attended at the most propitious moment, serving as basis to the lesson, and helping to deepen the understanding of certain arguments ; one can safely say that the film plays an essential part in instruction. The importance and necessity of the teachers making advance acquaintance with the film has been fully understood by the Scholastic Council of Vienna, which has taken the necessary measures to procure for the teaching body the opportunity of drawing the best possible advantage from the cinema. To this end, fortnightly projections have