Moving Picture Age (Jan-Dec 1922)

MOVING PICTURE AGE September, 1922 force the nail home. The amount of footage devoted to animated drawings, etc., would depend upon the character of the picture. For instructional purposes a thousand-foot reel is quite ample. It is sometimes desirable to use only 200 feet of film, and often desirable to stop the film and amplify the message that it contains through explanations and questions. It will be just as difficult in producing a film for instructional purposes to get one that will appeal to all as being satisfactory as it is to write a textbook that has universal satisfactory appeal. I have found that films that have been rated as excellent by some teachers have been adversely criticized by others. However, there are certain fundamental principles that will apply to the production of films. There are many sources of information used by the hest teachers. The film is only one sojurce; therefore, we should not expect the film to show all that there is to be taught about a subject. The film should be supplemented by other sources of information. The primary purpose of the film, particularly in the field of the elementary school, is to furnish a definite visual background in the subject it illustrates. It is far better for the teacher to develop a subject, using this visual background, than for the film to contain all of these details. I can see a reason for the use of the animated drawing. There is some question in my mind as to the use of the map in film form. As there are really very good maps covering every section of the globe available for pupil's use, why the expense of showing another map? My contention is that there is no justification for undertaking to teach details in film form that can be just as well had, and certainly more economically, in other ways. This would be my idea of what a good geographical film should contain: (1) Possibly a map showing location of country as regards latitude and longitude and approximate distance in miles from another well-known country or countries. (2) An animated drawing showing factors that make for the climate ; for instance, winds, ocean currents, and latitude. (3) Animated drawing showing main •nhysical features of the country, including mountains, rivers, plains, valleys, and indentations of seacoast. (4) A picture showing the customs and habits of the people in several sections of the country. (5) Pictures showing the principal productions from an agricultural and industrial standpoint. (6) Pictures showing glimpses of two or three of the large cities or towns. Of course, the character of the picture would depend largely upon the use that would be made of it. Such a picture as I have outlined would answer the purpose of giving general geographical information to the elementaryand high-school pupil. If one wanted to have an intimate touch of a particular industry in that country, then another type of picture would be involved. Suggestions from Mr. Bowman Principal Earl C. Bowman, of the Parker High School, Parker, Indiana, selects the safety film entitled "Always Right" (one reel, Ford Educational Library) as the picture that seemed to possess the greatest pedagogical effectiveness. "Possibly 90 per cent" of the production was devoted to action, and the remainder to subtitles. The action was "sufficient to bring out the point," and the subtitles were competent in fact material, grammatical construction, and scope. The picture was effective in that it "held the attention and appealed to an already-developed interest." No handicapping features were noticeable. Mr. Bowman states that if he were to edit this film for further classroom use he might "add a few more situations similar to the ones presented." Under "Remarks" he comments: "My observation tends to confirm me in the belief that animated drawings can be overdone easily. The same is true of drawings. Used judiciously, both are very helpful." If Mr. Bowman were to produce for his institution a film for English work, it would contain from five to seven reels. He further remarks: "If I were preparing a film for use in English I would prepare it very much after the fashion of the best features shown commercially today. I would illustrate some classic with it and would keep it free from vulgarity, profanity, and incorrect English. Otherwise I would have it like any good feature, such as 'The Four Horsemen of the Apocalypse.' " Miss Clark Is Heard From A very interesting group of statements is offered by Miss A. Loretto Glark, head of the Visual Education Division, City School Library, Los Angeles Public Schools. As the film possessing the greatest pedagogical effectiveness she has chosen "Citizens in the Making" (eleven reels, Wythe Picture Corp.). This production "takes two children through certain experiences," and was used in citizenship classes in the Seventh Grade. The action was in story form; and "the questions motivated — they were not hard, dry facts." Although the film was effective on account of its motivation, it was hampered because "some details were noticeably wrong." Miss Clark makes these suggestions as to editing the production for further classroom use : "Have the New York skyline and Statue of Liberty in Reel 1; alter table etiquette in Reel 3; take out the dirty towel in Reel 5 ; have school committee make report to student under ban, rather than principal, in Reel 8." Under "Remarks" she has this to say : "This film is effective ; it carries on after the eleven lessons are over. It helps to establish better habits— it helps to establish good home-service habits. Its teaching possibilities are good. Our principal reports a decrease in tardiness ; the children have become more responsible." If Miss Clark were to bring out a film on Hygiene and Ethics it would consist of fifteen reels. She would develop the thought in story form ; and "should take the same boy and girl as in the citizenship film, or a similar pair, and bring out the basic elements of hygienic living." She would pay especial attention to the content of subtitles. "They would not point a moral — they would be thoughtstimulating subtitles. Frequency and length would depend on action." As the essential material upon which the teaching worth of this film would depend, Miss Clark would emphasize "power of motivation. Does this story 'get over' so that the children really want to practice things brought out in the story; and are there means provided for practice at once?" Concerning such a film, she remarks : "There is a demand for this material. It could be produced in one place, and would cost approximately $1,200 per reel for production — not a prohibitive price." A Statement by Mr. Copeland Principal Albert L. Copeland, of the Samuel Slater School, Pawtucket, Rhode Island, has chosen, as the most effective educational film he has seen, "The Manufacture of Rice" (one reel, producer not given). It was used in geography, and about 75 per cent of the film was action and the remainder subtitles. The subtitles were generally competent and the action was "efficient." The effective pedagogical qualities of the production were its "simplicity, pointedness, and [evidently this is an industrial] absence of advertisements." Mr. Copeland's only suggestion for improvement is that natural coloring be used in this film. Mr. Copeland proposes a film on "Seeing America." It would contain fifty reels, and would have the perspective of a person taking a bicycle trip. The producer would devote 10 per cent of the footage to demonstrations and another 10 per cent to animated drawings. As for subtitles, he would make them "sufficient to briefly explain each separate feature." The essential material covered by this production would be "wheatfields, mountains, falls, forests, canals, bridges; commerce of the Great Lakes; great industries; government works. Other subjects presented in geography, history, and literature." (This discussion ivill be continued in the October issue of this publication.) CROPS of INTEREST E. W. Rusk Farm Adviser, Macoupin County, Illinois LAST fall, following a poorly attended annual meeting of the Macoupin County Farm Bureau, my associate and I decided that we must find some means of creating new interest in our farm-bureau meetings. We decided something was wrong with us in that we were not making our meetings attractive enough, or were not selling our proposition to the members through notices and advertising as should be done. At any rate, something was wrong, and after much consideration we decided to try motion pictures. An offer from our county school superintendent to let us use his portable Acme projector was a big help, since in this way the experiment would not be expensive to the farm bureau. We gave it a thorough test by scheduling 21 community meetings from December Sth to 16th. In addition to announcing the motion pictures as a special feature of these meetings we offered a premium to the community chairman who succeeded in getting out the largest number of people. This resulted in a total attendance of 1,405 people at these 21 meetings, the Atwater community winning with a total of 224 in attendance. Perhaps it is only fair to state that the Atwater people added another special feature in the form of a community basket dinner free to all. We were more than pleased with the