See and hear : the journal on audio-visual learning (1945)

(continued from preceding page) strips. The teacher ilhistrates a les- son with a film strip based on the sound film, emphasizing points to be watched for as the moving pic- tme is shown, its purpose, and im- portant features to follow in it. The film gives life and realism to lessons. The film strip can then be used again for reviewing or testing pur- poses. Lesson film strips are pre- pared by the Visual Education Biu'eau at Melbourne Technical College. Subjects range from the story of The Three Bears for kinder- gartens to the mechanics of tele- vision for advanced technical classes. On hand at the New York Bureau is a film strip entitled Australia the Land Down Under which has been supplied to schools together with an introductory story and a script de- scribing each frame. Many students have acquired a knowledge of Aus- tralia from this source. The Bureau has also supplied free of cost or sold films to a number of lecturers and managers of Uni- versities or other depositories. One such lecturer estimates his attend- ances at schools and clubs in Penn- , sylvania at 20,000. Thousands of copies of strips are circulated to all .\ustralian educa- tional institutions, churches, etc. .State Educational Departments, alert to the possibilities of these new teaching aids, have done some excellent work with films, ani- mated cartoons, film strips, slides and graphics of all descriptions. As in other countries, the National Film Board extends these activities beyond the schools and universities — they reach the industrial workers in fac- tories and trade union halls; the farmer and women's groups. They are jjopular with Rotary clubs. Chambers of Commerce and other such bodies. They are shown out of doors, in village and church halls, and coMununity centers, for here the largest audience is to be found and can ■ be accommodated. Close co- operation between the Common- wealth and .States provide a network of projection machines and mobile projection units to cover the country with regular documentary programs. Distribution is lx)th theatrical and non-theatrical. The Tasmanian Government is (GONTINUED ON PAGE FIFTV-TWO) Visual Education in New Zealand by Walter Harris Supemisor of Teaching Aids, Education Department, Neiv Zealand A UDIO-VISUAL AIDS to teach- /\ ing in New Zealand have -*- •^ developed considerably dur- ing the past six years. In general they are much the same as in the more progressive state systems of America, but they are perhaps more readily available. It seems a little strange to New Zealanders to learn that in other countries which also have a "free" system of education, schools must pay a dollar or more for every film they borrow. Films in New Zealand are regarded as part of the equip- ment of the education service. The borrower pays only the cost of the postage for return. There are at present about 3,000 films in the New Zealand National Film Library, and films are loaned to any school, public or private, or to any organization which has a suitable projector and a competent operator. Young Peo- ple's Clubs, Adult Education groups. Churches, Army Education, Hospi- tals, Y.M.C.A.'s, Film Institutes, business organizations of all kinds, all borrow films free of charge from the National Film Library. The Library is a branch of the Education Department, and the films in it arc educational, in the broadest sense of the term. In our opinion a film library should be as free and accessi- ble as a library of books, with this exception, that films should not be lent to private borrowers just for the entertainment of their family circle. In New Zealand, films ordered by the teacher are delivered by post to schools and clubs not later than the Friday of the lueek before they are to be screened. They do not have to be returned until eight days later. This gives a teacher an opportunity to study the film beforehand to fit it in with his normal class work, and to show it as many times as needed. It was found some years ago 'hat when schools had a film for only a day they tended to assemble all the pupils and show it to the whole group without preview, explanation, or follow up. To be , efTectivc, all films must be studied in conjunction with the work of a particular class. The fact that the National Film Library is free has encouraged vari- ous organizations such as the Na- tional Film Board of Canada, the British Central Office of Informa- tion, and the consulates of several covmtries to place their films in it tor care and distribution. These form a very valuable part of the library. Only about one school in eight in New Zealand has a sound film pro- jector. For the past seven years pro- jectors have been very difficult to obtain, but almost every school of any size is wanting to purchase one. The government does not directly subsidize funds raised for the pur- chase of projectors but remits cus- toms diuy and sales tax. Schools buy their own projectors from their or- dinary grants supplemented where necessary by local voluntary contrib- utions. Little difficulty is experienced in obtaining the money, since most persons are convinced that the film helps pupils to make the most effec- tive use of their school time. Filmstrips About one school in every three in New Zealand has a filmstrip pro- jector. Filmstrips are loaned free to any school or organization from ten filmstrip libraries attached to the offices of Education Boards or the Training Colleges. Those filmstrips which teachers would like to have in their own school libraries can be purchased from the National Film Library for forty cents each. The New Zealand filmstrip pro- jector is very efficient. It is provided with a ten-volt ten-amp lamp, double condenser lenses and a mirror. The 26 SEE AND HEAR