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By Harold V. Graham*
I T is now fashionable to speak of the indispensability of visual aids, par ticularly Christian films. Some have claimed that they would replace all other methods of teaching, and that no lesson could now be considered complete without them. Never have we seen a greater rush to use a technique. Conse quently, films are used both wisely and unwisely. Many churches rent films and show them faithfully to their members without making any real attempt to correlate or integrate them with the work at hand. As a result, little or no actual learning takes place and leaders wonder why their lessons fail. Here is a typical experience: On Fri day, the leader of next Sunday’s youth meeting remembered that he had to order a film. The local film libraries in formed the leader that the one he wanted was already booked for Sunday. In des peration, the librarian was requested to send out anything, as long as it was a Christian film. Sunday night, after the usual initial service, the lights were turned out and the projector was started, without any introduction to the film. At the conclusion of the film, the benediction was pronounced, and the meeting was over. This example illustrates a failure to understand and appreciate how visual aids should be used. A film is a teaching tool, used to present knowledge through the eyegate. It must be studied and skillfully made to function as an inte gral part of a meeting. It is not merely something to fall back on when the leader has failed to prepare a meeting or does not know what else to have. Motion pictures can teach; however, ef fective teaching in the church, comple mented by films, involves the applica tion of the basic laws of learning. In the situation described above, a film was rented, costing about 30c for every minute of running time. Setting up the projector and the screen and arranging the room took time and effort. A group of people assembled, providing a rich opportunity to drive home some important truth with the aid of the film. What actually happened? A line of least resistance was taken; the film was made to do all the work. It became the feature in the service, and not merely a means whereby the Word of God was more clearly understood. There are real dangers in this ten dency to let a film take the place of a lesson. First of all, it becomes an enter tainment, but the church is not a movie house to show films for the pious enter- *Director of Visual Education, Glendale Presbyterian Church, Glendale, Calif.
tainment of the people. Secondly, when leaders lean on visual aids, there is a tendency to expect unreasonable results. Visual aids will be scorned or forgotten just like any other new fad or process, if they do not live up to expectations. What is the solution to this problem? How can a film be used to complement a lesson without taking its place? How can we apply the laws of learning to this situation? The first mistake is in not ordering the film early. The leader should order at least two weeks ahead of time to be reasonably sure of getting the film de sired. Good Christian films are in de mand. Waiting until the last minute usually results in having to take third or fourth' choice which may not fit in with the theme of the meeting. When ordering, ask for a manual to be sent with the film. A manual is one method of improving the general use of a film. It should include a brief description of the story, some suggested topics of study with which the film could be used, some questions for discussion which might arise, and suggested supplemental read ing. Many producers and distributors of Christian films have failed to prepare these manuals. It is only as the churches create a demand that the need will be met. Becoming acquainted with the mate rial to be used is the next step in the leader’s preparation. Before the meet ing, the leader should preview the film so he will be prepared to answer ques tions, as well as direct the group to positive thinking about the film. He should make sure that it is fulfilling the purpose he has in mind. He should make a list of questions which the film will answer and which will relate the mes sage to everyday problems. A complete and workable plan should be made, an ticipating the areas of discussion. Most films are shown without any in troduction. This is just like starting an engine and speeding off without giving it time to warm up. If the audience is not prepared, many will become lost in the story and some may miss the whole purpose of the film. With pre-discussion, this is avoided, and the audience becomes concerned with the “ idea.” There needs to be an introductory statement alerting the group to the vital points of the story. Questions, prepared at the preview, and answered by the film should be asked. The leader should cre ate interest by giving some interesting background material, by supplying the setting, and indicating what to look for. If this is done skillfully just before the presentation of the film, receptivity and learning will be increased greatly and the film will become an integrated part
of the meeting. The first rule of effec tive acquisition is understanding. What one understands he acquires more read ily than what he does not understand. It is the responsibility of the leader to lay a good foundation knowledge before the film, by explanation, analysis, and suggestion, to make advanced knowledge possible. Difficult words, ideas, or set tings should be classified before the showing. Motivation is an important law of learning. People must be made to want to learn and be inspired to the possibili ties. Then, they, will give their full at tention, which results in greater im pression. If the audience is allowed to leave immediately after the showing, the film is practically wasted. The meeting should be brought to a close in harmony with the end of the film. However, the leader should not talk or comment just because he feels someone should say something. This is the time to apply other basic laws of learning. By repetition, the leader nails down facts and ideas given in the film which should be remembered. He should sum up and crystallize the aims and objectives brought out by the film. The material is retained longer and more easily, the stronger the original impression. The message of the film will be recalled to mind much easier by the members of the audience, if it is asso ciated with things already known or re lated to living situations. In this concluding period, after the film, there should be vital interaction with the subject matter of the film by discussion, evaluation, and review. Some times, the discussion should be continued into the next meeting. The whole pur pose is to make the original impression as strong as possible, thus making the retention and recall value greater. If the participants are allowed to discuss va rious subjects portrayed in the film, their personal interest develops to the extent that the session does not become enter tainment. Audio-visual aids have much to con tribute to the teaching ministry of the church. However, they must be used as an aid, not an end. A film is a tool, the teacher or leader must master the use of the tool. The 16mm sound motion pic ture has been easier to use and has offered more glamorous possibilities than other visual aids. However, its true value has not yet been realized. Films have been lifted to unreasonable heights by enthusiastic promoters. It is hoped that the reader will use them wisely, always with a definite purpose in mind with constant awareness of their limitations, and a readiness to improve their usage. T H E K I N G ' S B U S I N E S S
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