Page 16, 10th August 1935

10th August 1935
Page 16
Page 16, 10th August 1935 — FILMS IN SCHOOLS How Teacher Could Use Them
Close

Report an error

Noticed an error on this page?
If you've noticed an error in this article please click here to report it.

Tags


Share


Related articles

Schools Might Make Films An American Experiment That Worked

Page 6 from 27th June 1941

Cinemas In Schools Great Britain Lags Behind

Page 16 from 24th August 1935

Private Cinema Notes

Page 12 from 11th May 1935

They Prefer

Page 10 from 24th March 1939

Robert Whelan Tells The Story Of Two Remarkable Young...

Page 9 from 3rd February 2006

FILMS IN SCHOOLS How Teacher Could Use Them

It is refreshing to read the remarks of John Gricrson in the current issue of the Education Film Review on the use of film in school. He supports the contention voiced some weeks ago in these columns. He writes: " Films thought of as a series of illustrations would be cheap enough. From a central stock the teacher or the director of education would order just those illustrations he wanted and no more. Ile could glue them together to suit his own particular method. I am thinking of simple illustration of. say, climate and vegetation (jungle and palm for Congo; myrtle and olive for Pales. tine; oak, elm, beech and grassland for South England; snow and no vegetation for North Greenland, etc.)," etc. . . .

" A thousand pounds," continues Mr. Grierson, " might provide a library of a thousand illustrations. Prints might he sold for three or four shillings and less for sub-standard. Yet how many thousands have been wasted and are now being wasted in impotent discussion and sterile experiment."

Whas Teacher Needs This is just simple common sense. But John Grierson does not give us the reason why the teacher behaves with what he would consider crass stupidity. The reason is this: The initiative in snaking educational film has passed from the teacher to the technician. The teacher is not given what he needs but what he should want. He has need of filmic illustration to amplify his lectures or classes.

But he is being given instead a whole series of excellent talkie and sound films which he does not need, but which already he is beginning to want, either because he loves to experiment or because he is in favour of impersonal education. If the trade and technician press hard enough an artificial need will be created in our schools; projectors, talkie and silent, will be made compulsory Value as Illustration The position should be kept quite clear

of film has been used in the French schools for many years.

(2) The talkie has a certain value ht the school if used with restraint. Its use is rather for the school than the schoolroom. There is no reason, for instance, why the whole school should not be assembled to see a series of documentary filtns (such as the G.P.O.) on Friday afternoon; or to listen to a film lecture given by an eminent scientist, e.g., Sir Arthur Thompson on "The Home of the Wasp" (visual education). The question for the teachers themselves to settle is this: would this use of the talkie film justify the expenditure of something

like £130 in apparatus. Or if the authorities help, are they justified in spending what must ultimately amount to hundreds of thousands of pounds on talkie apparatus?

What would be very useful in our schools is a local library of illustrations up to 60 or 100 feet to be used by the teachers at will; together with a hooded screen and an easily manipulated projector. The whole outfit need not cost more than £10 to £15.

.1r




blog comments powered by Disqus