Moving Picture Age (Jan-Dec 1922)

These frank personal reactions on certain worthwhile educational films are worth the scrutiny of every visual educator and producer ASK the EDUCATOR! The Editor INSTALMENT II CONTINUING in alphabetical order the discussions contributed by various visual educators in response to the questionnaire appearing below, we come to that of Superintendent R. Molenaar, Sioux Valley Consolidated School, Lake Park, Iowa. In his estimation "Saving the Eyes of Youth" (one reel, Worcester Film Corp.) takes precedence because of its pedagogical effectiveness. Ninety per cent of the picture was action; the rest was used for subtitles that he considered competent in fact material, grammatical construction, and scope. The character of the action was "splendid," and the film was effective primarily because the material was "clean and simple." Mr. Molenaar could mention no objectionable features of the production, and he remarks that it was used twice in the current school year. He would like to produce a twelve-reel film on animal husbandry. At least one reel would be devoted to each kind of stock. Examples would constitute 75 per cent of the film ; demonstrations 15 per cent, and explanations 10 per cent. He considers the subtitles "quite important; usually there are not enough explanations." As for the educational features that Mr. Molenaar would emphasize as essential, he states that he would show "good types and how to judge each type, with suitable explanations pointing the merits and demerits of each animal. There should also be several reels on feeds and feeding, care of animals, history of the several breeds, etc. ; every phase of the subject should be covered. Probably more than twelve single reels are needed to supplement the textbook work in animal husbandry." Edwin Y. Montanye, principal of the James G. Blaine School, Philadelphia, has chosen for discussion the film "Thomas A. Edison, Benefactor" (three reels, General Electric Co.), which was screened for history classes. Fifty per cent of this picture was devoted to action; 10 per cent to diagrams; 10 pe,r cent to animated drawings, and the remainder to subtitles. The subtitles were competent in every way ; the character of the action was "good — appeals to children." The diagrams were "a little beyond grammar-grade children," and the drawings "a little difficult." The picture was effective in that it was a "simple narrative of the story." Mr. Montanye feels that the technical presentation of electricity and its applications hampered the effectiveness of this film. In order to enhance the pedagogical worth of this production he would "eliminate the technical parts." If Mr. Montanye were producing for his institution a film on history, it would be three reels in length. As for method of presen THE EDUCATIONAL FILM Part I Of so-called educational films (including industrials) that you have used in the classroom, what is the name of the one film that seemed to possess the greatest pedagogical effectiveness? Who produced it? Number of reels? In what subject was the film used? What per cent of the film was devoted to action? ; to diagrams? ; to animated drawings? ; to maps? ; to subtitles? Were the subtitles competent in fact material? ; in grammatical construction? ; in scope? What can be said regarding the character of the action? ; of the diagrams? ; of the animated drawings? ; of the maps? What pedagogical qualities constituted the effectiveness of this film? What features hampered the effectiveness of this film? If you were to edit this film for further classroom use, exactly what changes would you make to give the picture greater educational value? Remarks : Part II Supposing you were to produce for your institution a film on (choose a subject in which you now have classes), how many reels would it contain? How would you combine the material to be presented; what would be the plan of procedure? What per cent of footage would you devote to each of the various elements such as examples and demonstrations, animated drawings, subtitles, etc.? Would you pay especial attention to subtitles in regard to frequency, length, and content? What educational features would you particularly emphasize as being the essential material upon which the teaching worth of this film would depend? Remarks : 11 tation, he would "dramatize, if possible, the particular situation in history to be taught." Concerning the nature of the material, he states : "I would recommend a slight introduction of animated drawings— not too many." The subtitles should be "sufficient to make clear the parts of the picture. They should be in simple, straightforward language." As for the features to be emphasized in such a production, Mr. Montanye declares : "I would want the costuming, settings, etc., to be true to history. The film should be made as impressive as is consistent with good teaching." In closing, the writer has this general comment to make: "I think there is a splendid field for motion pictures in the public schools. There should be a short prospectus issued with each film, stating the title, the principal captions, the side references, and any other information or sources of information that would help to prepare the teacher to demonstrate the films to pupils. At present the teacher does not have any opportunity to prepare in advance for visual instruction with the film." I. R. Obenchain, Chairman, Extension Committee, Public Schools, Birmingham, favors "Hats Off!" (one reel, Society for Visual Education) as being the most effective classroom film he has used. This film was used in civics courses. Action constitutes 90 per cent of the footage, and subtitles take the remaining 10 per cent. The subtitles were entirely satisfactory ; the action was "not exaggerated." The film was pedagogically effective because it dealt with material "closely connected to the experiences of pupils." The only hampering feature (and this, be it noted, is distinctly an objection for which the projector manufacturer and not the film producer must be held accountable) was the "impossibility of stopping picture far discussion." "How Life Begins" (three reels, Carter Cinema Corp.) takes first rank as a pedagogical film in the opinion of Castor Ordoner, C. M., Director, Biology Department, De Paul University, Chicago. Seventy per cent of the footage was action ; 10 pe,r cent was used for diagrams ; another 10 per cent was devoted to animated drawings, and subtitles took the remaining footage. The subtitles were competent, and the character of the action, diagrams, and animated drawings was "excellent." The film was considered pedagogically effective because "it is thoroughly scientific." The writer remarks that the film "could have been made more complete by devoting a part to the development of the fish egg." First place must be shared by three films in the opinion of Charles Roach, in charge of Visual Instruction Service, Iowa State College, Ames: "Revelations" (one reel, General Electric Co.), "Through Life's Windows" (one reel, Worcester Film Corp.), and (Continued on page 21)