International Review of Educational Cinematography (Jan-Dec 1934)

748 EDUCATIONAL CINEMATOGRAPHY This is necessary. We must also go so far as to allow the children to understand that the film is not always a representation of reality and that certain films can be a source of error. The children should be taught to appeal to the master for explanations when there is some point in the picture which they do not understand. The teacher's first task is one rather of preparation which he must carry out before proceeding to the strictly pedagogical action. The success or insuccess of the use of the film as a pedagogic educational means will depend on such preparation. Let us now turn to the precautions of a practical nature. The projection ought not to be a cause of excitement for the abnormal child, and everything which tends to distract the child's attention or make him or her hypersensitive and nervous should be avoided. Curiosity and attention are at once aroused as the announcement is made that « there are going to be pictures ». It is wise to take advantage of this promising state of mind and cultivate it without provoking dangerous reactions. The lesson completed with the use of a film ought to be the common routine and not an exceptional performance. If we arrive at this state, we shall find that the film lesson takes place in a calm atmosphere, and the collaboration between teacher and pupils becomes easier and more profitable. The projection should be preceded by a lesson. We might say that the word lesson seems to us out of place in speaking of abnormal children. But this preparation and collaboration with the scholars is useful since it allows us to approach our subject while arousing their interest and curiosity. This will sometimes be a sort of safe guide for directing the children's interest to the projection. The first essential condition is that the teachers should know their films. The teacher may project the film for bis own benefit previously, and in order to make a detailed study of it, read a detailed report and description of it. Projections in School Our answer, which Premises or in _„„ Special Halls? may .SUrPn$e some educationists is: either the one or the other. Our experience has led us to include that in the best circumstances it is sufficient to give the projection in the class-room. This does away with useless moving about from one room to another, which causes loss of time and upsets the rhythm of the work. At the same time one should be able to dispose of a proper hall fitted out with all the requisites mentioned in this article. The school ought also to have two quite different motion picture projectors. The size of the screen and the rhythm of the projection have their effect in the matter of the abnormal child's capacity for understanding. In order that the film may become a source of lively observations, it will be necessary: i) to provide the best possible conditions for the child to make its observations; 2) give the child a true impression, so that it can establish a current relation between what it has seen and reality. Our experience has led us to believe that the size of the screen should vary according to the results desired. For example, in the case of a lesson on the exercise of a certain trade or craft, or on the life of certain animals, we have come to the conclusion that, in the majority of cases, projection on a small screen, in an ordinary room, with the children placed quite close to the screen gives the best results. Having begun with a 1.50 metre screen, a screen with the dimensions of m. 0.70 seems to us the smallest size possible. As a result of further experience, we have decided that a 60 centimetre screen may be big enough in a scholastic hall. The details are still sufficiently visible for the pupils who must be close to the canvas, and the eye can observe, without strain, the ensemble of the picture. For showing geographical pictures meant to reveal to abnormal children the beauties of nature, I have obtained encouraging results by projecting the picture against the