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

o CD CD CD O a o a a o o o CD o a o FRENCH -RUSSIAN SPANISH-GERMAN FULL LENGTH FILMS With English Titles 16mm SOUNDFILM THE STONE FLOWER BARBER OF SEVILLE LAST MILLIONAIRE IVAN THE TERRIBLE And Many Other Disfinguished Films WRITE FOR CATALOG O O o CD CD CD O O CD CD O O o CD CD O O o t^^hH^^^^ 1 600 BROADWAY NEW YORK 19, N. Y. a TRAINING YOU TO TRAIN YOUR DOG The Accepted Alefhod of Obedience Training BASED ON THE BOOK OF THE SAME TITLE BY BLANCHE SAUNDERS PUPPY TROUBLE — 20 Minutes Helen Hayei & Lowell Thomas, Narrator! BASIC OBEDIENCE INSTRUCTION — 32 Minutes Lowell Thomas, Narrator ADVANCED OBEDIENCE INSTRUCTION — 27 Minutes Lowell Thomas, Narrator Three 16mm Sound Films in Color or Black and Wliite Blanche Saunders, Director; Louise Branch, Producer & Photographer United Specialists, Inc. America's Foremoit Producer of Dog Films PAWLING • NEW YORK TEACHING PRIMARY READING WITH FILMS: (continued from page 27) films ha\e been found. They in- clude stories about toys, making tricnds, rainy days, time for work and play, dolls, automobiles, holi- days, stores, fairy tales, telling time, table manners, proper foods, and safety. We woidd like to have films for them. 4. Unless more good sound films are produced, some parents will con- tinue to question the showing of "mo\ies" in our schools, and teach- ers may not become enthusiastic about using them. 5. Films should be used extensi\el\ in schools as tools for teaching, and sparingly as entertainment programs. 6. Teacher-training colleges should pro\ide in their \isual aids courses for teaching their students not only how to operate the equipment but also what films are available, how to get them, and how to coordinate the use of film with other source materials. 7. It seems desirable to have every chissrooni fitted for the showing of motion films so that teachers could use them as often as they wished with a minimum of scheduling and contusion. Unfortunately the cost of such a program makes one wonder about its practicability. Perhaps the next best situation would be to have all rooms equipped for darkening and use portable projectors and screens. If this still is too costly, a \isual aids room may be provided and some other rooms fitted with suitable window co\erings. 8. If we owned our own films, they could be used to better advantage because they would be available when needed. If we cannot buy all of the films we want, we might own a few of the better and more often used ones and rent the others. 9. If films are to be rented or used cooperatively, their use should be anticipated far enough in advance so that thev can be booked for the desired dates. Teachers could keep a schedule showing the approximate time of year when they reach each new imit and order their films each spring for the following year. Today we are stressing functional karning, teaching for meaning, and trving to bring real life situations into our classrooms. You ma\ ex- plain all da\ to a group of primary children the kind of a noise a cow makes when she says, "Moo," and after vou have finished, they still \\ill not know. Or, you cair flash a picture of a cow on the screen, have her give one "bawl," and everybody knows at once exactly how the cow says, "Moo." The onlv other ways \GU could accomplish that would be eitner to bring a cow into the class- room or take the pupils to a farm. That is what makes sound motion film a \aluable teaching aid. The following is a list of the films referred to in the preceding article. All are 16 mm. sound,. 10-minute, and a few are in color. SOURCES OF THESE FILMS Code of Sources: B&H—United \Vorld Films, 30 Rockefeller Plaza, New York; Cor— Coro- net Instructional Films. Glenview. Illinois: EBF— Encyclopaedia Biilannica Films. Wil- mcllc. Illinois: Fr-Fiilh Films. Box 563. Hollywood '.^K, Calif.: Int— Inter- national Film Foundation, 1600 Broadway, New York 19; TFC-Teaching Film Cus- todians, 25 West 42nd Street, New York 18. Adi'entures of Bunny Rabbit~EW. Air- plane Trip—EBF. Alice in Wonderland— TCF. Animals of the Zoo—EBF. Black Bear Twins-EBV. Boat Trip-EB¥. Care of Pets -EBF. Children of C/i/dfl-EBF. Children of Holland-EBY. Children of Japan-EB¥. Children of Switzerland-EZF. Clothing— EBF. Common Animals of the Woods— EBF. Colonial Children-EBE. Dairy Farm —Cor. Doicn on the Farm—TEC. Elefihants —EBF. Eskimo Children-ERE. Farm Ani- mals—EHE. Fireman-¥.BE. French Cana- dian Children - EBF. Goats - EBF. Gray Squirrel-ERT. Grey Owl's Little Brother— TCF. Here Comes the Circus—TEC. Horse —EBF. / Never Catch a Cold—Cor. It Doesn't Hurt—Cor. Letter to Grandmother —Cor. Mary Visits Poland-lnt. Mexican Children-ERE. Navajo Children-EhE. Our Foster Mother, the Cow - Fr. Passenger Train—ERE. Peace on Earth—TEC. Pig Tales—Ei. Policeman—ERE. Poultry on the Farm-ERE. Robin Redbreast—ERE. Saw- dust Sidelighls-TEC. Shep the Farm Dog -EBF. Teddy Bears Picnic—R&H. Teen Age Farmhand-Er. Three Little Bruins in the Hoodj-EBF. Three Little Kittens— EBF. There are some silent. 15ininulc dims (Encyclopaedia Britannica) which we found were quite usable with classes that haye learned to read or wliich can be used with the teacher explaining each scene. The following is a partial list, most of which we haye used: Adventures of Peter, Animals of the Cat Tribe, Baby Beavers, Bears, Farm, Good Foods: Bread and Cereal, Drink of Water, Fruits and Vegetables, Milk, Kitten and the Ducks. Racoon. The aboye lists are not suggeste<i as being cimiplete. They are. however, about all of the primary films ive haye been able to locate. These films may be found in man\ uniyersity film libraries as well as in a few priyate ones. 36 SEE AND HEAR