AN EXPERIMENTAL STUDY oF‘THE. VALUE OF THE SILENT MOTION PICTURE-CONFERENCE TECHNIQUE w AS A TEACHING AID. 1N CLASSES IN PUBLIC SPEAKING Thai: for thergrn of M. A. MICHIGAN STATE COLLEGE ’ Wilbur Frederick Luiok 1941 M! 462- . ‘6";- wry-c15- Q . .r ‘p v ”.- , ~ ‘5‘ "v." ‘3‘; 1', ‘ ~-. “---,-. ~ '1 ~a ‘3 r" . .' (stfg“ 5;” .[ ‘ fi.‘\\"" 1. 'k ' J' ' "/f ‘ ; ,. '5. ' _ "am/”J.“ \ ‘ I .Iw, . ‘ ’- '; a n‘, .3312”: fiat} n" i l f a If;\- 3} . -. (1F? u v'\ ’ . 4.: ‘7 ‘ .'. .I a .- L '1 ”J 3 it}: { TR, ‘ ‘j -. ,_b.i\‘r .v 'PY"“" 1.1:kd f . ‘1‘" 1‘5} ' .‘v .1“ I! .\ r E 1 .. ' . ,. 'I '0‘ .' A , ‘ \"’ , > ‘ . ’- . z. _, _ 0 {flirt} ? ' 'r #f . ' O ' 'I .1 ‘ ‘ \.: ‘ I d ' ,. ,.I ‘ I. . Jf': ‘.‘: . .IJKS 5"” . LC” : Y z N . f ‘?‘<’ n}, .h H . ,I 1., ..— ’ u >‘ E .IQz-( _.- '._l. 'u I '- 1‘? :9‘ 5. ‘ .""¢c.:-'~"_ {2" .-_ .. “has! :EL 5‘ , g“, ’ l I- ‘ ‘ . .5 d Q.~I. n'.‘ 5 ffl; -_ I. . "_ ‘0 f , ....I‘ (In K 4’; V2": 5% : ' 1': ' a...“ 1r 2 14-44% .. AN EXPERIMENTAL STUDY OF THE VALUE OF THE SILENT MOTION PICTURE—CONFERENCE TECHNIQUE AS A TEACHING AID IN CLASSES IN PUBLIC SPEAKING by Wilbur Frederick Luick A THESIS Submitted to the Graduate School of Michigan State College of Agriculture and Applied Science in partial fulfilment of the requirements for the degree of MASTER OF ARTS Department of Speech and Dramatics 1941 The author wishes to acknowledge the very friendly help of Dr. W. D. Baten, Associate Professor of Mathematics and Research Associate in Statistics, in the compu— tation of the mathematical data 13 ""23 1 Chapter II III IV TABLE OF CONTENTS ii Page List Of Ta.DleSOOO ........ O ....... .....OOOOOOOOOOCOiii IntroduCtiOn-OOCOCOOCO......OOOOOOOO......OOOOOOOOO 1 A Survey of the Use of and the Value of Motion Pictures in the Teaching of Speech... .......... ... 7 Experimental Procedure............................ 25 Results and Their Interpretation.................. 42 COnCluSionOOOOOOOOOOO... ..... ......OOOOOOOOOOOOOO. 54 APPENDIX COpies of Letters to Departments of Speech. 57 Motion.Picture Questionnaire 59 Selected Reprints of Sections of the Official Programs of the National Association of Teachers of Speech Conventions 62 Key to Tables 55 Supplementary Tables 66 Motion.Picture Questionnaire for Students 80 Selected Bibliography 84 iii LIST OF TABLES Number Page I NUMBER OF COLLEGES AND UNIVERSITIES REPORTING THE USE OF MOTION PICTURES IN THE DEPARTMENT OF SPEECH........ 14 II NUMBER OF COLLEGES AND UNIVERSITIES REPORTING THE USE OF MOTION PICTURES IN THE DEPARTMENT OF SPEECH AT THE PRESEITT TIRE... ooooooooo o ooooooooooo coo ooooo 000009. 15 III RECORD OF THE OPINIONS OF DEPARTMENTS OF SPEECH REGARDING THE VALUE OF MOTION PICTURES IN THE TEACHING OF SPEECH ...... ....... ....... . ...... ..... ..... ... 16 IV RECORD OF THE MANNER IN WHICH MOTION PICTURE FILMS WERE SHOWN TO STUDENTS IN DEPARTAENTS OF SPEECH. ........ .. 20 V RECORD OF OBJECTIVE STUDIES MADE RELATIVE TO THE VALUE OF MOTION PICTURES AS A TEACHING AID....... ...... ... 21 VI MEAN PSYCHOLOGICAL RATING OF EXPERIMENTAL AND CONTROL SECTIONS.......................... ........ ........ 33 VII DISTRIBUTION OF SCORES IN EXPERIMENTAL AND CONTROL SECTIONS OF AMERICAN COUNCIL ON EDUCATION PSYCHOLOGICAL EWIIIATION IN COLLEGE FIRESHI'IEN. c e o o c c c o o o o o o c c c e 0 o ..... o o 34 VIII CORRELATION OF OBSERVERS IN THE COUNT OF MEANINGFUL ARE AND HAND GESTURES DURING A SPECIFIED TINE............. 36 IX CORRELATION OF OBSERVERS IN THE COUNT OF MEANINGFUL HEAD MOVEMENTS DURING A SPECIFIED TIME. .................. . 37 X MEAN SCORES CF MEANINGFUL ARM AND HAND GESTURES IN INITIAL THREE SPEECHES AND FINAL THREE SPEECHES, AND GAIN MADE BY CONTROL AND EXPERIMENTAL GROUPS... ...... ..... 42 XI MEAN SCORES OF MEANINGFUL HEAD MOVEMENTS IN INITIAL THREE SPEECHES AND FINAL THREE SPEECHES, AND GAIN MADE BY CONTROL AND EXPERIMENTAL GROUPS .......... ......... 44 XII RECORD OF STUDENTS' KNOWLEDGE OF ThE TAKING OF MOTION PICTURES IN THE CLASSROOM .................. ............... 46 XIII RECORD OF STUDENT REACTION TO THE KNOWLEDGE TH T MOTION PICTURES WERE BEING TAK‘N. ........... . ........ . .......... . 47 Number XIV XV XVI XVII XVIII XIX XXI XXII XXIII XXIV XXV- XXVI XXVII XXVIII XXIX RECORD OF STUDENT REACTION TO THE USE OF ARTIFICIAL LIGHTING AND BACKGROUND SHEET ............................ 48 RECORD OF STUDENTS‘ ATTITUDE TOWARD VALUE OF MOTION PICTURES IN THE SPEECH CLASS.. ...... ... STUDENTS OF EXPERIMENTAL SECTIONS. THEIR CLASSIFI- CATION AND COLLEGE DIVISION, THEIR PSYCHOLOGICAL TEST SCORE AIID DEC ILE RATING. 0 o o o o o STUDENTS OF CONTROL SECTIONS, THEIR CLASSIFICATION AND COLLEGE DIVISION, THEIR PSYCHOLOGICAL TEST SCORE AND DECILE RATING....... . . .. CONTROL SECTIONS—~LENGTH OF SPEECH... ................. ... EXPERIMENTAL SECTIONS—-LENGTH OF SPEECH......... CONTROL SECTIONS-~LENGTH OF SPEECH.... CONTROL SECTIONS-—MEANINGFUL ARM AND HAND GESTURES...... CONTROL SECTIONS—-MEANINGFUL ARM AND RAND GESTURES....... CONTROL SECTIONS-~MEANINGFUL HEAD MOVEMENTS. ....... ... EXPERIMENTAL SECTIONS-—MEANINGFUL HEAD MOVEMENTS......... CONTROL SECTIONS—~MEANINGFUL HEAD MOVEMENTS....... iv Page RECORD OF STUDENTS' MOTION PICTURE EXPERIENCE ............ 49 . 50 00.... 67 EXPERIMENTAL SECTIONS——LENGTH OF SPEECH.. .............. .. 68 69 .. 7O . 71 EXPERIMENTAL SECTIONS--MEANINGFUL ARM AND HAND GESTURES.. 72 . 73 EXPERIMENTAL SECTIONS--MEANINGFUL ARM AND HAND GESTURES.. 74 75 EXPERIMENTAL SECTIONS--MEANINGFUL HEAD GESTURES... ....... 76 . 77 78 79 CHAPTER I INTRODUCTION CHAPTER I INTRODUCTION Purpose g£_thg_gtgdy, This is a study of the value of the silent motion picture-conference technique as a teaching aid in beginning classes in public speaking at the college level. There have been many opinions advanced relative to the merit or lack of merit in the use of motion pictures as an aid to the teaching of public speaking. Whether students at the college level acquire more skill in the de- livery of a speech as a result of using the silent motion picture- conference to complement general teaching procedure or whether the use of silent motion pictures has little value other than of creating interest among the students in the teaching of public speaking is a matter, the writer believes, not for conjecture but for experiment. This study attempts to discover objective data and to compile systematically subjective reactions which will point to the acceptance or rejection of the former hypothesis. Justifigation for the study, Why use motion pictures in the teaching of public speaking? The answer lies in the psychology of learning. We learn through sensory experience, and in no other way. Destroy its capacity to receive stimuli and you have destroyed the capacity of an organism to learn. Sensory experience may be roughly classified into three types. First, sensory experience with reality; second, sensory experience with representations of reality, such as pictures and models; and third, sensory experience with language sym- bols which stand for reality. Since all sensory experience may be classified under one of these headings, and since we learn only through sensory experience, it follows that all of our teaching must be based on providing the student with experience of one or more of the types mentioned.1 - Applying this theory to the teaching of public speaking, what do we have to guide us? Of course, the first of these types, sensory experience with reality, is to be found when the student delivers a speech in the public sneaking classroom. There he receives sensory stimulation in the form of class and instructor reaction during and following the Speaking experience. The teacher of Speech regards this form of learning as one of the most valuable. In the puclic speaking classroom the student may receive the second type of stimulation, sensory experience with representations of reality, as he listens to and observes his fellow students as they speak. It is in this category that the use of motion pictures would appear, for the student would be able to see himself as others see him. The last type of sensory experience in which the student comes in contact with language symbols which stand for reality implies the use of a textbook and the reading of model speeches and the reports of real speech situations. It might be well to mention at this point errors in terminology which are applied to the use of motion pictures in the teaching and learning process. (1). The motion picture is regarded as a supplement 1 Jayne, Clarence D.. "Making Pictures Teach", The Educational Screen, Vol. 19, No. 5, May, 1941, p. 191. instead of as a complement to other educational materials and procedures. Used supplementarily, motion pictures are intended to supply more of the same kind of experience (usually provided through lectures or reading assignments). Used complementarily, they are intended to supply a dif- ferent kind of experience necessary to complete a whole. The one is primarily illustrative, the other develop- mental. The one further illustrates a principle already develOped, the other serves as a basis for the development of a principle. (2). Motion pictures are a basis for conceptual development, and not exclusively an interest-getting device. It may lead to new activity or it may clarify and organize experiences. If the theory of learning through sensory experience is accept- able, and if there is no diSpute concerning the classification of types of sensory experience, is it not logical to conclude that the use of motion pictures as a teaching aid completes the whole learning process, rather than supplements it? The place of the motion picture among pedagogical devices theoretically appears to be secure. To dis- cover objective data which might substantiate the theory would seem to justify the experiment. Maiihiifllél. Recently on the campus of Michigan State College a new Auditorium was built. The Department of Speech and Dramatics is located in this building. Facilities for the taking of motion pictures have been installed in the public speaking classrooms , and a splendid Opportunity exists for experimental work to be done. Not only a study of the value of the silent motion-picture- conference technique as a teaching aid in beginning classes in public Speaking at Michigan State College is intended, but also a study of the general value of the silent motion picture-conference technique, as applied to the field of speech. 2. Hoban, Charles F., Jr., "Curriculum Implications of Motion Pictures," Th§_Cpgriculgm ggggpal, Vol. 11, No., December, 1940, p. 365. Delimitatign Q§_§hg_§ppdy, The present study is concerned with an experiment conducted during the winter term, 1941, in the Depart- ment of Speech and Dramatics at Michigan State College. Eight sections of students enrolled Public Speaking lQ;_have been included in the experiment. Public Speaking lgl_is a course in the principles of and practice in speaking before a group. The emphasis in the teaching of the course is placed upon the acquisition of skill in the delivery of a speech. The purpose of the course should not be confused with the scope of a course in the Egg: damentals gi_Speech. The writer wishes to point out that this study does not include a section dealing with motion picture equipment and apparatus, its selection, use, and upkeep. A colleague in the Department of Speech and Dramatics has been conducting experiments in which motion pictures were used but in which entirely different speech phenomena were tested and studied. A.discussion of motion picture apparatus and equipment may be found by referring to the report of his findings. Ogigin agd history 2f,th§,§§gdy, The recognition of the value of pictures in the classroom, of course, is not new. For generations teachers have used illustrations, maps, diagrams, and charts either to stimulate or to present new ideas. Textbooks for many years have in- cluded graphic materials in their pages. In recent years, particularly since motion pictures have become increasingly available for classroom use, there has been a revival of interest in visual education. The interest in visual education has carried over to the field of speech. The appearance of many of the world‘s greatest public speakers in the motion picture newsreels, both silent and sound, has encouraged the application of this device to the teaching of speech. The interest of men in the field of Speech in this new deve10pment has not been a mere passing fancy. as will be subsequently reported. Yet, the writer has found that in spite of widespread use of the motion pic- ture, either silent or sound, very little scientific investigation of its value to the teaching of speech has been conducted. Because of the dearth of concrete evidence relative to the value or lack Of value in the use of motion pictures in the teaching of speech, and since a unique opportunity for such experimental work to be carried on in the Department of Speech and Dramatics at Michigan State College is available, the writer, with the backing of various interested parties, has deemed a study of this nature worthwhile. That certain phenomena can be observed and objective data collected and studied is feasible, if one accepts the validity of the methodology of the report of the Committee on Cooperative Research of the National Association of Teachers of Speech. g,Researgh Ippg,2h§ Teaching Q§_Publig Speaking. Prgcedure. The principal problems of this experimental study of the value of silent motion picture-conference technique as a teaching aid in beginning classes in public speaking are three in number, namely: (1). To what extent are motion pictures used in Departments of Speech among the colleges and universities of the United States and what scien— tific experimentation has been conducted in connection with the value of motion pictures to the teaching of speech? (2). Can objective data be gathered which will show whether the use of motion pictures aids in the acquisition of skill in the delivery of a speech? (3). Will the personal reactions of the students who learned with the aid of motion pictures show a subjective conclusion favoring or rejecting the use of motion pictures in the teaching of public speaking? To attack the first problem a survey was made of available peri— odicals in which articles and reports of studies and experimentation pertinent to the problem were presented. Any publications of books dealing with visual education were also investigated. When the findings relative to the problem were found to be inadecuate, a general motion picture questionnaire was mailed to twenty-nine (29) arbitrarily selected Departments of Speech; the replies from this questionnaire are reported elsewhere in this thesis. Certain speech phenomena capable of objective measurement were selected for study, and observers were chosen, coached, and trained to observe and collect data, as the attack on the second problem was begun. These data were tabulated and entered into mathematical formulae from which facts relative to the basic problem were gathered. The third problem was met by canvassing student opinion of and reaction to the use of motion pictures in the teaching of public speaking. CHAPTER II A SURVEY or THE USE or AND VALUE or MOTION PICTURES IN THE TEACHIIIG OF SPEECH CHAPTER II A SURVEY OF THE USE OF AND VALUE OF MOTION PICTURES IN THE TEACHING OF SPEECH A survez gf_printed matter. The amount of printed matter relative to the use of and value of motion pictures in the teaching of speech is limited to two items, at the present time. One of these is an article written by a pioneer in the field of motion pictures as an aid in the teaching of speech, Vernon A. Utzinger, Carroll College, Waukesha, Wisconsin. His report concerning the use of motion pictures in the teaching of speech is entitled, "The Use of the Moving Picture Machine and the Recording Instrument in Teaching Speech." The other is a report contributed by William F. Kruse of the panel discussion concerning the contributions that the motion picture and other audio-visual aids make to Speech education, conducted at the twenty—fourth annual convention of the National Association of Teachers of Speech, meeting in Chicago, December 27-29, 1939. The printed material available relative to the problem at hand is meager; the writer, however, considers the reprint in this thesis of a goodly portion of these two items not inappropri— ate and of definite value to the solution of the problem. During the past several years much attention has been given to scientific methods which may be used as aids in speech training. With the development of radio, many colleges and universities are now offering courses in microphone speaking. This has led to the wide use of the recording instrument, which has been perfected to reproduce the voice faithfully. This machine is not taking its place in every modern speech department as an indispensable teaching device. I am sure that it is here to stay. It has always been my belief that those Of us in this field should experiment with the use of any device which may aid in the student's self-analysis. The re- cording instrument has solved the problem as far as audible self-analysis is concerned. The next logical step, would be to find some way by which the student could analyze his physical action, posture, facial expression, in fact, his general speech manner on the platform. With this objective in mind at Carroll College, we purchased a 16mm. moving picture camera to experiment in taking pictures of the student as he actually presented his talks before the class. In order to get as complete a picture of the student as possible, we decided to record the speech at the same time the picture was taken. Before discussing the actual mechanical set-up further, let me say that it has been our desire, while the student is being tested, to shelter him from all outside distractions which might cause self-consciousness and therefore an unnaturalness during the testing situation. To avoid the student's having to face glaring spot lights while making a speech, we decided to use the fastest lens possible on the camera, an f:1.5 lens, and to try to take the pictures under normal conditions, with no artificial lighting. It would, of course, be possible to purchase a talking picture machine and use it for reproducing the speech and picture of the student. Not only would the cost of this practice be prohibitive, but the mechanical set-up for its use, would, to my mind, completely defeat the purpose for such an experiment. In order to obtain satisfactory results at Carroll, then, the following procedure was develOped. A small, partially sound—proof room was built about twenty feet from the platform, in the back Of the classroom, where the camera was placed with the lens covering any action of the student as he gave his talk. The class room where the pictures were taken fortunately has sky lights, and ample lighting from the windows at the sides._ In order to reflect the light up into the speaker's face, a piece of white oilcloth was laid on the platform and three large, glossy, white cardboards were placed in front of the speaker. In this way, by Opening the camera lens almost as far as possible, and using a super- sensitive film, we were able to get fairly clear pictures without the use of artificial lights. The students were asked to wear dark clothes when they spoke, and we used our white projection screen as a background. In discussing the lighting problem with photographers, I found them very doubtful of the results of pictures taken without the use Of floodlights. However, I felt the success of the whole experiment depended upon the absence of any artificial situation for the speaker. I am sure that if there is any criticism of using moving pictures as a teaching device, it will be that the Speaker is so conscious of his strange environment that the picture is not a true reproduction of his Speaking manner under normal conditions. This criticism we have tried to avoid in every way. I shall now tell you about how we recorded the speech at the same time. The pictures were taken about the middle of the first semester. The students were asked to prepare five-minute talks on problems about which they had some definite convictions, in order to stimulate natural physical action. Because of the expense, only fourteen feet of movie film were taken of each student. This amounted to about thirty- five seconds in time. A period of two minutes of the speech was recorded with the recording instru— ment placed in another room. As the student took the platform to make his speech, he simply fastened the lapel micrOphone around his neck and began to talk as usual to the class. When the recording was begun, a light signal was given to the movie opera- tor, who began taking moving pictures at the same time. We did this in order to try to synchronize the two later to produce an actual talking picture of the student. None of the students was aware of this arrangement and therefore none knew when the recording was made. Let me say here to those of you who think that the poor student must have been scared to death with all this testing machinery, at least seven students out of fifty-six tried to walk off the platform after their talks without removing the microphone, thus showing that they had forgotten all about it. There is no question but that the student knew when the picture was being taken because of the slight noise Of the camera and that he was more conscious of this than he was of the recording. It seems to me that this could be entirely eliminated if a soundproof box could be constructed for the camera so that the student would hear no sound while the camera was running, and thus would not know when the picture was being taken. I plan to do this next year. Now, what about the results? These pictures were shown at night before the whole class of fifty- six students which constitute the three sections of the fundamentals course at Carroll. Of course, the students were highly interested in seeing them- selves on the screen. The pictures were, although not perfect, adequately clear for our purpose, i.e.. to study the action, posture, gestures, facial expression, personal appearance, the use of notes, in fact all of the visual stimuli received by the audience from the speaker...Many students expressed themselves as being highly elated over the Opportunity to see and hear themselves Speak. Many of them were made to realize for the first time how stiff and awkward they looked while making a speech. Some of the postures were humorous, of course, and the student who stood on the platform on one foot, leaning over the reading stand, looking down at the floor, was certainly impressed with his inadequate Speaking manner. I am sure that, as those fifty-six students saw themselves as others see them while making a speech, many made silent resolutions to develop a more pleasing platform personality. Herein lies the value of the moving pictures as a teaching device, it seems to me. We can criticize the student repeat- edly for the lack of physical vitality, bodily action, or correct posture, but in many cases to no avail. But seeing himself on the screen makes a much deeper impression upon him. I have discovered in my classes that those students whose physical manner was faulty have corrected these faults since they have seen their pictures. I showed the pictures twice, and expect to Show them again. As the pictures are being shown, I make some comments, but they seem unnecessary, for all of the faults are so easily Observed by the students themselves. I am sure that you are interested to know about the cost of this equipment and what each student must pay to cover the actual cost of this testing procedure. The moving picture machine, the projector, and the screen cost about $300. The cost Of the supersensitive panchromatic film which I had to use in taking these pictures without artificial light was $6.00 for a hundred foot roll. I took the pic- tures of seven students on each roll. That averages about fourteen feet of film per student, or thirty— five seconds each. It seems to me that this was sufficient time to study the subject. We charged the student a fee of $1.00 for the moving picture... The student reaction to this experiment was splendid. Not only did it create a great amount of interest, but they all felt that it was exceptionally helpful to them. As far as my own feeling is concerned, I am convinced that it is a worthwhile testing procedure for student self-analysis, and although there are a 10 great many problems to solve, moving pictures can be used as a teaching device in courses in speech training, with very satisfactory results.4 Case q: the Motion Picture ip_§peech Training Under this caption, the 24th Annual Convention of the National Association of Teachers of Speech, meeting in Chicago, December 27-29, conducted a sympathetic and thorough panel inquiry into the contributions that the motion picture and other audio-visual aids make to Speech education. The chairman, Orville C. Miller, of Vanderbilt University, directed the two sessions, and drew many practical suggestions from the rich experience background of the various members of his panel. Prominent among members of the large panel were J. E. Hansen (President of the N. E. A. Department Of Visual Instruction), William B. Whitaker (Committee on Motion Pictures, N. E. A. Department of Secondary Education), V. C. Arnspiger (Erpi), and G. Oscar Russell (Chief, Speech Clinic, Ohio State University). A noteworthy innovation at this meeting was the direct contact established between the august group of outside "counsellors" on the one hand, and the actual makers of motion pictures for speech training purposes on the other. These pictures included examples of 35mm. sound-on-film, 16mm. sound-on—film, and of 16mm. silent, with collateral disc recordings... The second, presented by Mr. Sailstad of the University of Minnesota's Motion Picture unit, as well as a paral- lel presentation by Paul Kozelka, of Rosary College, showed the great need for a photographic situation that would not destroy the naturalness of students as they were being photographed. The third, which aroused perhaps the greatest amount of helpful discussion of practical picture media and methods, was presented by Vernon A. Utzinger, of Carroll College. The findings of the conference held that in this Specialized educa— tional field, the motion picture served three teaching ends: (a) As an aid to mass cultivation of better speech, incidental to motion picture appreciation work; (b) As a direct teaching medium, giving correct pronunciation and delivery, recording dialect and other speech patterns, and aiding in the vitalization of drama teaching; (c) As a recording instrument for the research worker. 4. Utzinger, Vernon A., "The Use of the Moving Picture Machine and the Recording Instrument in Teaching Speech;" The Quarterly Journal 3: Speech, Vol. 25, No. 1, February, 1939, pp 10-12. ll Self—criticism was the keynote of participants show- their own films. Mr. Sailstad promised that future film records would be made under a less artificial situation, and that the conversational approach would be used. Mr. Utzinger hoped for the mounting of a second camera so that he could photograph audience reaction while a Speech was being delivered. There was much helpful and practical discussion on the cutting of costs, inter-change of record films, and possible future uses. Aside from two whole sessions devoted to Special applications of motion pictures to this field, an inter— esting presentation and demonstration on micro-photography, as a means of increasing access to rhetorical source material was made by commercial representatives displaying various models of micro—cameras and projectors.5 Although the writer does not consider either of the two following articles concerning motion pictures as being particularly pertinent to the study, it would nevertheless be advisable to mention them in this discussion. "The Speech Teacher Keeps Abreast of the Radio and the Motion Picture," written by Jeanette Ross of Shorewood (Wisconsin) High School, appeared in a recent issue of The Quarterly Journal 9;,Speegh; it deals with the problem Of criticism and appreciation of commercial radio and motion pictures.6 Josephine Allensworth's article, "Value of the Motion Picture in Teaching Drama and Diction," printed in The National Board pf.Review Magazine, was reviewed by Domis E. Plugge of Hunter College in The Qparterly Journal g§_Speech. He summarizes: Motion picture study may be a means of stimulating the interest of students in the study of good plays and also of teaching them acceptable diction, 5. Kruse, William F., "Case of the Motion Picture in Speech Training," Tpg_Educational Screen, Vol. 19, No. 1, January, 1940, pp. 26-27. 6. Ross, Jeanette, "The Speech Teacher Keeps Abreast of the Radio and the Motion Picture," The Quarterly Journal g§_Speech, Vol. 26, No. 3, October, 1940, pp. 481-437. 7. Plugge, Domis E., "In the Periodicals," The Quarterly Journal g£_Speech, Vol. 26, No. 3, October, 1940, pp. 500. 12 §_report gp the prevalence qf_motion picture equipment In May, 1940, at the request Of interested manufac- tures of motion picture equipment, distributors, and producers of industrial and educational motion pictures, and at their expense, the Motion Picture Division Of the Bureau of Foreign and Domestic Commerce undertook a survey that would indicate the schools in the United States which have motion-picture facilities, and those which do not.... On May 15, 1940, there were mailed to 28,277 public, private, and parochial high schools and colleges in the United States and its Territorial Possessions, a simple postcard questionnaire.... It is interesting to note that of the 1725 colleges contacted, 1424 or over 82.6% made reply.... 12,411 16mm. projectors and 2,426 35mm. projectors are in colleges and high schools located in Continental United States.8 A_report QQIthe use g§_motion picture gquipment lg Departments pf.Speech gpgpg selected colleges gpg_universities ;p_ph§_United States Not satisfied with the net results of his search for information pertaining to the use of motion pictures in the teaching of speech, the writer prepared a Motion Picture Qpestionnaire designed to find out where motion pictures were being used for speech work, what kind Of physical plant they were used in, and what subjective Opinions and Objective facts were available. (See Appendix pp. 62-65). It was hoped that enough could be learned so that an adequate program could be planned for this study. By talking with individuals whose acquaintanceship and experience in the field of speech enabled them to know where motion pictures had been used for the teaching of speech, by checking carefully through 8. Golden, Nathan D., "The Latest Survey of College and High School Motion Picture Equipment," The Educational Screen, Vol. 19, No. 3, March, 1941, pp. 116-117. 13 official programs of speech conventions for announcement of speeches or demonstrations to be given by individuals who had employed motion pictures in their work and panel discussions including these persons, and by attempting to apply common sense in deciding where these tech- niques would most likely be used, the writer arbitrarily selected twenty-nine (29) colleges and universities in the United States and mailed to each of them a personal business letter and a copy of the questionnaire. A OOpy of each of these items may be found in the Appendix. (See pp. 60-62). The institutions selected are as follows: University Of Arizona, Tucson, Arizona University of California, Berkeley, California University of California at Los Angeles, Los Angeles, California University of Southern California Los Angeles, California University of Denver, Denver, Colorado George Washington University, Washington, D. C. Northwestern University, Evanston, Illinois University of Illinois, Urbana, Illinois Indiana University, Bloomington, Indiana Wabash College, Crawfordsville, Indiana Purdue University, Lafayette, Indiana Iowa State College, Ames, Iowa State University of Iowa, Iowa City, Iowa Louisiana State University, University, Louisiana University of Michigan, Ann Arbor, Michigan Wayne University, Detroit, Michigan University of Minnesota, Minneapolis, Minnesota University of Missouri, Columbia, Missouri Washington University, St. Louis, Missouri Dartmouth College, Hanover, New Hampshire Brooklyn College, Brooklyn, New York Cornell University, Ithaca, New York New York University, New York, New York Ohio State University, Columbus, Ohio Kent State University, Kent, Ohio University of Pennsylvania, Philadelphia, Pennsylvania University of Washington, Seattle, Washington University of Wisconsin, Madison, Wisconsin Carroll College, Waukesha, Wisconsin 14 It is interesting to note that the first appearance of a Speech on the use of motion pictures in connection with the teaching of speech came at the Twenty—Second Annual Convention of The National Association of Teachers of Speech, meeting in New York, December 29, 30, 31, 1937. The Twenty—Third, Twenty-Fourth, and Twenty-Fifth Conventions were marked by entire sessions devoted to Motion Pictures gpd Visual Educa- plgp, Visual Education, or Audio-Visual Aids. Reprints of the section of the Official program in which these meetings were announced may be found in the Appendix. Twenty-two (22) of the twenty—nine (29) schools have reported. These twenty-two (22) returns constitute seventy-five and eight—tenths per cent (75.8%) of the total number mailed. (Usually a return of fifty per cent or better (50%) is considered adequate). Let us examine the Opinions and facts gleaned from this survey. By way of preface it might be well to call attention to the fact that not all reports included answers to all of the general questions. TABLE I NUMBER OF COLLEGES AND UNIVERSITIES REPORTING THE USE OF MOTION PICTURES IN THE DEPARTMENT OF SPEECH QUESTION YES NO 1. At any time have motion pictures been used as a teaching device in your 11 ll department? At first the writer was surprised to find that so many Departments of Speech had or were using motion pictures in the teaching of speech. However, when the fact is considered that the schools to whom the questionnaires were mailed were selected because it was assumed they might have used motion pictures, that fifty per cent (50%) of those reporting should be affirmative answers is not unusual. The fact should also be considered that schools that can report "yes" to a question will more likely return a questionnaire. Those who have not used motion pictures are not as liable to return a questionnaire. TABLE II NUMBER OF COLLEGES AND UNIVERSITIES REPORTING THE USE OF MOTION PICTURES IN THE DEPARTMENT OF SPEECH AT THE PRESENT TIME QUESTION YES NO 2. At the present time are you using them for any type of speech work? 9 13 Why did two of the schools reporting that they had used motion pictures in the teaching of speech abandon the practice? The answer will be brought forth in subsequent statements from the various schools. The writer was interested in knowing in what phase of Speech work motion pictures had been used. Therefore, the question was included: "If you were using motion pictures, in connection with what fields are they being used?" The report on this query is as follows: Dramatics Interpretation Radio Public Speaking Forensics Speech correction QHQNN¢ 16 The public speaking course at Michigan State College is not a funda- mentals course; therefore, several schools mentioned the fact that motion pictures were used in their basic speech course, or fundamentals course. The count for the item Public Speaking includes these. TABLE III RECORD OF THE OPINIONS OF DEPARTMENTS OF SPEECH REGARDING THE VALUE OF MOTION PICTURES IN TIE TEACHING OF SPEECH QUESTION YES NO 4. From your experience with motion pictures would you conclude that there is any 14 3 value connected with them in the teaching of speech? Obviously a comparison of the count for this question with that for a question No. 1 will yield the conclusion that some of the affirma- tive answers are merely opinions, based upon no actual experience, merely on observation. Yet, that fact should not be discounted too heavily as one can see as he reads the following statements taken from the questionnaires. Stgtements g§_those giving gp affirmative answer §__ he question Of the greatest value. If a sound track could be used, the value would be even greater. Motivating factor-—helps student see his own weaknesses-- very much impressed usually. We have found the use of motion picture photography in our basic course very valuable, especially valuable in teaching objectivity in the personality aspects of speech development. We assume that Objectivity is the 17 basis for refined control and Skill in all aspects of Speech where there is no structural deficiency. Motion pictures have a definite value in motivating impromptu student discussion. "Clinical, unrehearsed sound takes" of student conversational groups have great value as diagnostic tools and as demonstration aids. 1. There is definite value in helping the student see objectively his problems related to the physical aSpects of speech. 2. They usually encourage the student, for he usually looks better than he expects to. I have seen the results of motion pictures in other fields, and am convinced of their value. We intend to purchase equipment in time. For the present we have access to equipment being installed by the Extension Division. We do have projection booths in our new building and anticipate using moving pictures in the teaching of drama and public speaking, but as yet we have had no experience with any kind of motion picture equipment. Am considering the use of motion pictures--classes in acting and beginning Speech. In the latter instance probably without students knowledge until after they have been Shot. I think the idea offers excellent possibilities. I think they might be of considerable help. Statements g§_those giving a negative answer t .__ the question We are doubtful of their value in the teaching of public speaking. The intense lights necessary, the heat they produce, the noise of the camera, all seem to break up the normal speaker-audience relationship. In addition to this objection, the speaker is bound to be acutely self-conscious. and the necessity for focusing the camera limits his freedom of action in Speaking. Good pictures cannot be obtained without heavy make—up of the speaker's face, which further spoils the audience—speaker relation- Ship. We only used them in one class as an experiment. The cost, we found, was prohibitive. No, except for a possible interest value, which would be, in my opinion, disproportionately costly. 18 Have not used such apparatus. Believe we can use too many machines as a substitute for good teaching. A general survey of the field has been made. It is time that the experience of those schools which have used motion pictures for the teaching of speech be summarized and put to use on the problem at hand. The second phase of the Motion Picture Questionnaire deals with three items, namely: Equipment, Personnel, and Value of Motion Pictures as a Teaching Device. As the information concerning the survey questions was presented, the more specific aspects of the questionnaire will follow the same manner. "Will you briefly describe the physical plant in which you have used motion pictures?" was the first question asked the recipient of the questionnaire in the section dealing with Equipment. For the sake of gathering facts pertinent to the study comments on these succeeding questions will be restricted to the use of motion pictures in the teaching of public speaking. The general reply to the question was, "In the classroom," which, of course, would help to eliminate the studio atmosphere. One statement that was particularly helpful offered the following suggestions: "Ordinary classroom. Backdrops of cheap cotton material thumb tacked on the wall; color light grey. Two photo- flood stands that will carry at least two bulbs apiece." Reference to Vernon A. Utzinger's article quoted earlier reveals that in this situa- tion a white projection screen was employed as a background and various devices were used to heighten the lighting effect short of studio lights. "What kind of camera equipment did you use?" Added to this query were requests for a report on the make and size of camera, the size of the lens, and the film requirements. One school reported that its motion 19 picture work was done by a professional photographer, although they do have an ordinary movie camera as part of their regular equipment. Several replies indicated that a college-owned camera had been used. Where a motion picture camera was included in a department's equip- ment, a 16mm. machine produced either by Eastman, Keystone, or Victor was most pOpular. The f.2.7 lens or the f.l.9 lens was most often used. The report on the film requirements listed Eastman Panchromatic Super X, SSS Agfa, and Dupont SS Panchromatic as very suitable. With the exception of Carroll College some form of artificial lighting was used in every instance, and at that school indirect lighting in some form or other was found necessary. Kodascope reflec- tors were used at several institutions; others employed photo-flood bulbs. Eastman and Bell-Howell projectors are owned more often than any other type of projector, the reports would indicate. A portable beaded screen, a permanent hanging beaded screen, or a white wall served as the screen for the projection of the pictures. By way of summary for this section of the questionnaire it is interesting to note the freouency of artificial lighting among the schools reporting. That factor has been criticized often by those doubting the value of motion pictures in the teaching of Speech. In the section dealing with Personnel the question was asked: "How many students have participated in classes in which motion pictures have been used?" A wide difference in replies can be noted. A few of them are as follows: Impossible to estimate. 20 to 30 a semester. 40-100. About 400 per year; all who take the basic speech course. 200 per quarter for 9 quarters. 20. 20-25 per section. A total of 600 during the past four years. 1500. "Was the use of motion pictures by each student made optional or compulsory?" Out of seven schools that answered the question three (3) were optional and four (4) were compulsory. "How did you finance your program?" Here again there was a diversity of reply. Several schools drew from research budgets or the departmental budget for the wherewithal to finance the use of motion pictures. {here a laboratory fee was charged, the following differences in rates can be noted: Each student was charged $1.00 for 14 feet of film. Part of the speech fee collected at the Business Office at the time of registration is used. In determining the fee we figured the cost of pictures at 50¢ per 10 feet of film. TABLE IV RECORD OF THE MAENER IN WHICH MOTION PICTURE FILMS WERE SHOWN TO STUDENTS IN DEPARTMENTS OF SPEECH INDIVIDUAL GROUP QUESTION CONFERENCE MEETING 4. How were the films shown to 4 7 the students? 21 The last question in the section pertaining to Personnel concerns the showing of the films to the students. Of course, it should be remembered that some schools employ both methods, and that factor creeps into the tally of replies. TABLE V RECORD OF OBJECTIVE STUDIES MADE RELATIVE TO THE VALUE OF ACTION PICTURES AS A TEACHING AID QUESTION YES NO 1. Have you made any objective studies relative to the value of motion 2 8 pictures as a teaching aid? The two affirmative replies might tend to show that this particur lar study was treading upon ground that had already been investigated. However, the writer knows of the situation surrounding each case and believes there is no cause for questioning the soundness of the study on these grounds. One of these studies deals with the problem of discussion methods and the other with the effectiveness of speech; neither has been published to date. An interesting comment was met in the return of one school. "It is difficult to measure teaching methods. We have found the method the most effective method, by far, to motivate the work in the visible aSpects of speech, and exceedingly valuable in teaching the personality aspects." "What student reaction to the use of and value of motion pictures did you receive?" was the second question of this series. Very good reaction. Very much impressed with their weaknesses. Very good reaction. The student is very interested and very responsive. Great interest. Students were disappointed. Students are intensely interested. They usually believe that recordings are slightly more valuable than the movies. There is an occasional example of exhibitionism on the part of students. Question No. 3: "Was the student aware that his picture was being taken? How did you govern this factor?" Camera was placed in sound—proof booth. We turn on the lights and camera with the first gesture for a distance of 10 seconds; the student continues his talk while the camera is moved for a close-up shot of ten seconds. Yes, but equipment and Hollywood atmosphere was kept at a minimum. Student could not see camera, cameramen, or technicians. Yes, it is impossible for pictures to be taken without the student knowing it, unless some special room were provided. The lights, the whir of the camera, make them instantly conscious. Yes. We prepare the students several recitations in advance by telling about the distraction of lights and camera. We present a challenge to hold the attention of the audience despite any type of distraction. Students respond well to this challenge. Yes. Why not? Having a definite bearing upon the study is the fourth question of the series dealing with Value qf_Motion Pictures a§,g,Teaching Device. "Did the presence of motion picture equipment or the knowledge that his picture was being taken have any visible effect upon the speaker, his poise, his presentation?" 23 Yes, it has some effect, but we keep all this at a minimum. We talk only about subject matter--never about machinery. In many cases, yes. But we consider these reactions as serious symptoms of egocentricity and lack of emotional control which underlies mature speech. Our whole basic course is especially designed to eliminate these person- ality deficiencies. Considerable increase in emotion tension, but about 50% of the students became so interested in their impromptu discussion that they forgot that a sound pictue was being made. Made him extremely self-conscious, generally. Some students giggled; some were stiff; some wanted to "show off." Yes. Occasionally some exhibitionism. Often the student is stimulated to do better than he usually does. I've never had a student refuse to go through with the project or fail to go through with the project. Increased stimulation to do better work. A question the writer was personally interested in whether the reply be based on objective data or personal Opinion and observation was, "Did your students improve more or less as a result of the use of motion pictures as compared with groups of students who had no motion picture experience?" Once again the statements are worth consid- eration. I think improvement is noticeable. Purely subjective on my part, however. About three times more effective for the particular unit in which we use pictures. No objective data. We abandoned the attempt too soon to have any conclusion on this question. Although I‘ve always used them with college classes, my belief is that greater improvement comes with the use of motion pictures. 24 Certainly and obviously or we wouldn't have increased our program for six years. The last question of the section and the last one of the question- naire comes back to the same type as No. 1. It is as follows: "Do you have any facts to show the effect of motion pictures as a teaching aid?" Some of the replies offer additional help in the study under consider- ation. No. I have been using motion pictures as a routine teach- ing procedure for 4 years. I think I have good results. Probably impossible to separate this factor from other factors in our course which is designed to bring personal integration in speech situations. Yes, particularly in connection with the use of theatri~ cal subjects as "discussion springboards." Only the definite improvement shown when we re—run films made of the same individuals in succeeding semesters. The application of the information gathered in this questionnaire can and will be applied in the chapters to follow. It is needless to comment further at this point. EXPERIE-‘ZEIITAL PROCEDURE CHAPTER III EXPERIMENTAL PROCEDURE Survey gf_the problem. In order to discover if there is any value attached to the use of the silent motion picture-conference technique in the teaching of public speaking, it was necessary for the writer to compare the results of teaching a class without the use of visual aids with the results of teaching a class with the use of visual aids. Obviously the study would have to be restricted to visible phases of delivery, since the motion pictures to be used were silent. An assumption that the better speaker uses a greater number of certain observable and measureable phenomena in the delivery of a speech was adOpted as a working hypothesis; the assumption is based upon the findings of the Committee on COOperative Research of the National Association of Teachers of Speech as reported in their 9n publication, A_Research Into The Teaching Q£_Public Speaking. would amount to considerable more investigation than would be necessary to study all the visible phenomena of delivery; therefore, two items were selected for the study. Not only objective data but also subjective Opinions were sought in an effort to arrive at conclusions relative to the problem. These subjective Opinions were gathered by means of a reaction—to-the—use-Of motion-pictures questionnaire, which was given to every student who 9. Hayworth, Donald, "Problems and Methods in the Measurement of Ability in Public Speaking,".A_Research into the Teachipgqu Public Speaking, Part II, Chapter II, pp. 52—91. had experienced the use of motion pictures in his speech train- ing. Hypotheses assumed. In connection with this experiment the writer assumed the following hypotheses: first, that there would be a difference in the results Obtained from the two prOposed methods of teaching; and second, that this difference would be measureable. A third assumption was that the results would be expressed in the incidence of a greater number of the phenomena selected for study. Problems presented. In trying to discover whether teaching public speaking with the help of silent motion picture-conferences was a valuable technique, the writer encountered a variety of problems. The first of these dealt with the equipment for the phusical plant, its selection and upkeep and use. Valuable infor— mation was Obtained concerning this problem from the returns to the general motion picture questionnaire. The second problem concerning the division of students into control and experimental sections had to be met. Another problem of paramount importance to the success of the study was the selection of and training of observers whose relia- bility in counting the selected phenomena could be accepted as high calibre. Still another problem was the selection of the speeches to be Observed and the speeches which would be used for motion picture study and teaching. Lastly, the manner in which the motion pictures would be shown to the students, where it would be shown, and what use was to be made of the motion picture in the teaching Of public speak- ing had to be considered. 27 The physical plant. In the Auditorium at Michigan State College are three classrooms in which public speaking is taught. Two Of these rooms have special provisions made for the installation Of motion picture apparatus. The center room of the three is the one used by the writer for the experimental work with motionpictures. The room measurements are twenty-four feet long by eighteen and one-half feet wide by nine and one-half feet high (24' x 18%' x 9%'). There are three windows each six feet high and four and one-half feet wide (6' x 4%') on the south side of the room. Thirteen electricity outlets are available, plus an additional electrical hookup designed to facilitate the use of motion pictures by means of a signal system. The room has thirty- five chairs, arranged seven to the row. At the front of the room, facing west, is a speaking platform six feet wide (6') and elevated above the regular floor level. On the Speaking platform are a table which is four feet long by two and a half feet wide (4' x 2§'), a chair, a Speaker's stand, and a waste basket. The wall at the front of the room is partially covered by blackboards. The electrical facilities are sufficient to satisfy any require- ments for artificial lighting. There are six dome lights that normally carry two hundred watts (200 w.) of electrical power each. For the experiment this was increased to two hundred fifty watts (250 w.). The special window at the back of the room used for the photo— graphing Of the students is located six and one-half feet (6%') from the south wall and is situated eight feet (8') above the floor. The window itself is sixteen and one-half inches high by eighteen inches 28 wide (16%" x 18") and has two panes of glass separated by a dead-air space. In the room back Of the experimental room and directly below the window is a platform on which to set the camera. This platform measures seventeen inches long by fifteen and one—half inches wide (17" x 15%"). With the exception of a small opening for the camera lens, the window was covered with paper similar in color to the walls. NO doubt the architect of the building hoped to place the dis- traction caused a Speaker by camera noise and the presence Of a photo- grapher at a minimum. The writer has striven to maintain as near a usual-classroom atmosphere as possible. These factors help. The room in which the pictures were shown to the students is a part of the suite of rooms used for speech correction conferences and practice periods. It is situated in the same part of the Auditorium as the regular classrooms, although on an Opposite side of the build- ing. The measurements of this room are ten and one-half feet long by six and one—half feet wide by ten feet high (10.33-I x 6%' x 10'). A cupboard housing speech correction equipment is located in one end of the room. For a screen the writer used a large piece of white card- board which was fastened to the other wall. Next to the cupboard was a small table, three and one—half feet long by one and one-half feet wide (3%' x l%'), on which was placed the motion picture projector. There are several electrical outlets, and the electric light switch is handy from wherever an individual is sitting in the room. Motion picture equipment apd_apparatus and personnel necessary t ip§_utilization. For the experiment two different cameras were selected. The one used more Often, although not as satisfactory as 29 the other camera, was the Eastman Cine-Kodak Model 25 with an f:2.7 lens. This particular model has a sixty per cent (60%) faster lens than the Eastman Cine—Kodak Model 20 with an f:3.5 lens. The better camera was the Eastman Cine-Kodak Model 60 with an ultrafast focusing f:l.9 lens. Both Of these cameras produce silent motion pictures and are of the 8 mm. type. The 8 mm. camera was selected in prefer- ence to the 16 mm. silent or sound camera because of the expense of the films and number of feet of film per box. Both cameras are hand— wound. For the 8 mm. camera it was possible to purchase a twenty-five foot (25') double-width roll at a considerable saving, as compared with the cost of the same amount of film for a 16 mm. camera. For the experiment Cine-Kodak Super—X Panchromatic Safety Film was used. It was hoped that the longer showing of the individual as he spoke would prove more beneficial. The fact that both models of camera had to be hand-wound made it necessary for the instructor and the photographer to work out a careful schedule, since the film spool had to be turned over at the end of every twenty-five feet (25') of film. The writer secured the services of other instructors who were acquainted with motion picture photography and other individuals who were qualified to serve, as photOgraphers. The hours at which pictures were taken of the students were as follows: 8:00 - 9:00 A.M. (Tuesday, Thursday, and Saturday); 10:00- 11:00 A.M. (Monday, Wednesday, and Friday); 1:00-2 OO P.M. (Monday, Wednesday and Friday); and, 4:00-5:00 P.M. (Monday, Wednesday, and Friday). The early morning and late afternoon hours were not the best from the stand point of taking motion pictures, for natural daylight was at a minimum. When no artificial lighting or no light-colored backdrop was used, the Model 25 camera did not produce clear-cut pictures. However, the Model 60 camera impressed the writer with its efficiency no matter what time of day it was used. This fact becomes even more valuable when it is known that outside Of the regular dome lights no artificial lighting was used, except during one or two film- taking sessions. In these cases the use of artificial lighting or backdrop was made merely to give a basis of comparison for the cameras and to see what effect their introduction had upon the speaker. Whenever pictures were to be taken, the dome lights were turned on. The ceiling and walls of the public speaking classrooms are a light cream color and reflect light quite well. One of the hardest features which had to be cOped with was the blackboard space behind the speaker. The students were not asked to wear Special clothing, and the film results showed up this defect in our setup. Two attempts were made at artificial lighting, but the results were not gratifying. A lOOO-watt flood lamp was used at one of the sessions of the eight o'clock class, and a SOO-watt spot lamp was used at another meeting of the same class. The latter lighting was directed at the ceiling above the speaker. Another device was tried when a white sheet was fastened to the wall behind the speaker's usual area of movement. This helped considerably when the Model 25 camera was used but provided too light a background when the Model 60 camera was used. The amount of sun— light was a definite factor in the clarity of the pictures. In the room where the photographer was at work the venetian blinds were drawn to exclude as much light as possible. 6 It would be wise to mention at this time that every precaution was taken to insure naturalness in the speech situation. The students were not informed when their pictures were to be taken. The appear- ance Of observers at certain times and their absence at others was confusing to those who were trying to guess when pictures were scheduled to be taken. At all times the instructor attempted to be casual, matter—of-fact in his classroom actions, and if someone did notice the noise of the camera or looked toward the camera window, no special attempt was made to draw his attention away from what was going on. It was found that sooner or later he drifted back to what was taking place in the class and often forgot completely about pictures being taken, even when he went to the front of the room to give his own speech. The Speaker himself had difficulty hearing the camera noise. The desire to make the situation as normal for the experimental group as for the control group that had no pictures taken was based on two points, namely: to maintain an even balance between ordinary class procedures in both groups, and to give the motion pictures every opportunity for doing their work well in Offering a natural reproduc- tion of the student in an everyday Speech situation, devoid Of exhibition— ism. or undue self—consciousness. It was necessary for the instructor to have a signal system set up through which the photographer could be notified when he was to begin taking pictures of a student. This was accomplished by the use Of a specially designed system in which the instructor would press a button and an alarm clock would sound its alarm in the adjoining room. The switch on which the button was located could be placed at the side of the instructor in such a way as to be inconspicuous in its use. 32 Selection g: the experimental and control grouse. Almost every hour when Speech 101 is taught, there are two or three sections which have been split up from one large section at the beginning of the term. Since the writer of this thesis taught four classes of Speech 101 the winter term, 1941, it would be natural to conclude that two sections of control and two of experiment would be the basis of the study. However, since another instructor was making a study of another group of objective phenomena in relation to a motion picture study, the scheme was evolved whereby observers would be sent to the four meet- ings of his classes and would count certain data for the writer of this thesis. The matter of teaching by the use of motion pictures then became not only a study of its value but also the manner in which students were taught by either instructor. At the first meeting of the class the instructor gave a speech to the combined sections in which he described the plan of using motion pictures and attempted to sell as many of the students as possible on the idea. The use of motion pictures was placed on a voluntary basis for the purpose of getting the control and experimental groups as nearly alike in personnel as possible. This was one factor. A sheet of paper was passed among the students and those who were willing to pay the necessary laboratory fee of one dollar and fifty cents ($1.50) signed their names. As soon as it was known how many had committed themselves to the plan in each combined section, this number was divided into two parts one of which became the experimental section and the other the control section. The Accounting Office handled the collec- tion of the laboratory fees. The personnel of each group was further controlled by pairing students within the combined section in regard to classification (freshman, sophomore, junior, or senior) and division (Liberal Arts, Home Economics, Applied Science, Agriculture, Engineering, and Pre- Veterninary Science), as far as possible. In order that the sections be checked more closely, test scores of the psychological examination administered to every incoming freshman were secured, and the means of the control and experimental sections determined. The results are listed below. A c0py of the American Council on Education Psychological Examination for College Freshman may be found in the Appendix, as well as individual student classification, division, test score, and decile rating. TABLE VI MEAN PSYCHOLOGICAL RATING OF EXPERIMENTAL AHD CONTROL SECTIONS EXPERIMENTAL CONTROL Iean Psychological Rating 98.74 98.5 34 TABLE VII DISTRIBUTION OF SCORES IN EXPERIMENTAL AND CONTROL SECTIONS OF AMERICAN COUNCIL ON EDUCATION PSYCHOLOGICAL EXAMINATION FOR COLLEGE FRESHMEN SCORES EXPERIMENTAL CONTROL 150-140 2 0 140-150 0 0 150-120 5 4 120-110 4 5 110-100 7 3 100- 90 5 9 90- so 5 4 80- 7o 5 5 7o— 50 2 4 50- 5o 0 1 5o— 40 .1. _J; Total 35 34 The collection 9§.data. The two items selected for objective study in this thesis were meaningful hand and arm gestures and mean- ingful head movements. In arriving at a definition of what is a mean- ingful hand and arm gesture reference to the report of the Committee on Cooperative Research will yield the most satisfactory answer. Meaningful Hand and Arm Gestures lo 2. 3. Any movement of the hands and arms that conveys meaning or is used for emphasis. When a speaker keeps arm extended and makes separate motions with his arm, hand or fingers, each separate meaningful motion is counted. When making a drawing on the blackboard, it is one gesture unless the speaker explains each part as he draws it. In that case count one gesture for each explanation. When demonstrating some attitude or idea.10 lO. Hayworth, Donald, "Nature of the Data Collected," A_Research into the Teaching gf,Public Speaking, Part I, Chapter I, p. 28. 35 Because this definition was satisfactorily used in the previous research project, the writer assumes the definition to be satisfactory for the purposes and needs of this study. What is a meaningful head movement? That phenomenon was not included among the twelve phenomena studied in the earlier work. Therefore, a satisfactory and suitable definition had to be evolved. The definition chosen is as follows: Meaningful Head Movement---- Any movement of the head, shaking or nodding, for emphasis or expres- sion. A movement of the entire head shall be considered necessary if a meaningful movement is to be counted. Raising the eye brows does not constitute a meaningful head movement. Having decided upon suitable definitions of the phenomena to be counted, it was necessary to procure reliable observers for use in the various sections. Since another instructor was also experimenting with the use of motion pictures, although on a different basis, four people were necessary, if data were to be collected in each of eight sections, four control and four experimental. Each observer was scheduled to count in two sections, one a control group and the other an experimental group. By arranging such a schedule it was thought that if a counter were making errors in one he would counter by making errors in the other. The writer was fortunate in getting the services of several colleagues in the department. To complete the roster several people assigned to the Department of Speech and Dramatics by Mr. Glen 0. Stewart, Director of the National Youth.Administration at Michigan State College, were used on the project. The group met several times 36 when they were given the definitions, saw them demonstrated, and were coached in the counting of the phenomena. Practice sessions were held several times during the first few speeches to check on the cor- relation of the counters. At these meetings the instructors gave the practice Speeches. Each individual was responsible for both phenomena, and the instructor kept track of the total length of time of the speech by means of a stop watch. Since a meaningful head movement often occurs in close proximity to a meaningful hand and arm movement, it was assumed and found to be true that each observer could count both phenomena with a fair degree of accuracy. TABLE VIII CORRELATION OF OBSERVERS IN THE COUNT OF MEANINGFUL ARM AND HAND GES’URES DURING-A SPECIFIED TIME Trial Trial Trial ' Trial Trial Trial Counter One Two Three Five Six Seven w 25 28 16 5 13 59 x 22 29 18 5 14 40 y 25 SO 17 6 18 37 z 22 29 22 6 14 42 TABLE IX CORRELATION OF OBSERVERS IN THE COUNT OF MEANINGFUL HEAD MOVEMENTS DURING A SPECIFIED TIME Counter Trial Trial Trial Trial One Two Three Four w 9 30 3 20 x 15 28 2 23 y 10 28 3 20 z 13 28 3 21 A glance at either of the tables above indicates the ability of the observers to count meaningful arm and hand mOVements and meaning- ful head movements. The manner in which the observer was coached to keep track of each item was as follows: Indicate a meaninful arm and hand movement by means of a short horizontal dash (i.e. -- ); indicate a meaning- ful head movement by means of a vertical mark (i.e. / ). Your sheet should look something like this: - - / / - - - / / - / ----- /. In order to get a good measure of the improvement made by each individual in the control and SXperimental sections it was decided to count the two phenomena for the first three speeches and then again for the last three speeches. The speech numbers, as they appear in the syllabus for Speech 101, are as follows: Speech #1, Speech #2, Speech #3; Speech #12, Speech #14, Speech #15. No attempt will be made to describe the speech given, for it is not necessary to this study. The important fact is that the phenomena were counted in the three initial Speeches and in the three final speeches. The results from them will serve as the basis for any objective conclusions. 38 When each observer came into the classroom, he was given a large sheet of paper on which to tally his count and a small slip of paper on which were written the names of those who were going to be observed. The instructor also had a form sheet on which he wrote the At the end of the hour these sheets speaking time of the student. were passed to the instructor and the results tabulated. OBSERVER SEC. Dm__ S? .no.___ _ a ....__ __ V 2TAme Length of Speech(Sec.) :r x» O l- \0 0: -4 O\ \n i 10. ll. i 12. OBSERVER SEC. DATE SP.NO. Name H.M. Gee. I. y;_.1—-x—-—"—- .wgm 2. ‘— lh‘L ha -, Ii L 5.._ -_ = 8' t, 7. AAA. gh_*ak g . s. iii. 9-i i 10.,A‘ 12. S i l 11. t 1 x u L The nrgjection g§_the motion pictures tp,the experimental sections. Each student in these sections paid a laboratory fee of one dollar and fifty cents ($1.50). The fee entitled him to twenty-five feet of motion picture film. Half of the student's film was used during Speech #6 and the other half during Speech #9. Between these two speeches and after the latter the exposed film was sent away for pro- cessing and upon its return each student was asked to come to a confer— ence session in the projection room. There the film was projected on the screen, and the instructor pointed out to the student ways and means of improving his visible delivery. The conference for Speech #6 film lasted about fifteen minutes (15 minutes) and the confer- ence for Speech #9 was a half-hour in length. At both meetings the use of meaningful arm and hand movements and meaningful head move- ments was stressed. The projector used was a Kodascope Model 20, which shows pictures twenty-two inches by thirty inches (22" x 30") at fourteen feet (14'). It is necessary to rewind, with the motor, after each running of the film. One of the most interesting aspects of this study has been to observe the student react when he saw himself in the motion picture. The writer carefully jotted down the verbal comments of each student during the showing of each half of the film. Since these were in- dividual conferences at which the film was shown, students felt free to express themselves, even laugh at themselves, without fear of having other students join in the laughter. The log maintained by the writer gives a good indication of the value that might be attached to the use of motion pictures in the teaching of speech. Some of them are as follows: Student No. 2 Speech #6—-"Oh, look at me! I don't move!‘ This person laughed at the picture. Speech #9--"I would never have know how lifeless I looked before an audience." Student No. 19 Speech #6--"I didn't know my arms were sticking out so much." "Gee, just one gesture!" Speech v --"Well there's one thing certain—-I would never have believed all you were writing on my criticism pad if I hadn't seen it myself." Student No. 5 Speech #6--"Good night, I look like a totem pole." Speech #9--"There isn't much improvement is there? ....I don't think pictures have helped me very much, for I'm still as nervous as I was at the beginning of the term, and I don't feel like making gestures." Student No. 14 Speech #6—-"At least I talk all the time." Speech #9-—"Gee whiz! That picture Shows me at my worst." Student No. 18 Speech #8—-"Boy, do I ever make the gestures!" (irony) Speech #9--"It's the same thing over again." "Pictures have helped me to see what I am actually doing wrong." Student No. 16 Speech #6—-"Head movements could be better." Speech #9--"Well, at last I'm using a few gestures." Student No. 9 Speech #9—-"My gestures were better in the first picture, because there were some strangers present this last time and I knew pictures were being taken." Student No. 10 Speech #9--"Do I ever see what I'm doing wrong! Indeed I do. Oh, my goodness, that‘s terrible (nervous swinging of the arms to and fro). Student No. 11 Speech #6—-"My gestures are all down by my legs." Speech #9--"Gee, what a line I'm putting out.u Student No. 13 Speech #6-—"I never realized before how bad my posture looks." Speech #9--(laughed at himself) ”Everybody ought to see himself in pictures. It surely helped me." Student flaking A Meaningful Arm and Hand Gesture; Taken Against A White Sheet Back— Ground; f. 1.9 lens Student Making A Meaningful Arm and Hand Gesture; Taken Under Normal Circumstances; No Artificial Lighting; f. 2.7 lens Student haking A Meaningful Arm and Hand Gesture; No Artificial Lighting; f. 1.9 lens Student Speaking In Front Of White Sheet Background; No Artifical Lighting; f. 1.9 lens Student Speaking With 500 watt Spotlight Focused Above Him; f.2.7 lens ¥. a -_. , ... . _. - Student Speaking With 1000 watt Floodlight Focused On Her; f. 2.7 lens L....——-_—. , , _____.. .-,__..-_-__.._. , _ _ RESULTS AND THEIR INTERPRETATION C? PTER IV RESULTS AND THEIR Ilfl EVPRETATION Part I Objective Data. ter the objective data had been collected by counting the incidence of the two selected Mp.e— nomena as they appeared in the soeeche s given in the four sections of public speaking classes of Instructor A and the four sections of Instructor B, the results were tabulated and mathematical formulae were applied and comparisons were made. It" TAB E X E‘ V 500$ 30? T"TIN GF"L ARM AND HAND GESTURES IN II IITIAL CAREE SPTTC.L S AND FIIVAL Th1 E SPEECHES, AND GAIN MADE BY CONTROL AND EXPERannTAL GROUPS ’Mean Scores In Initial Three Final‘Three Group , Mean Gain Speecnes Speeches Instructor A Experimental 1.42 8.18 6.76 Control 2‘64 5.03 2.39 Instructor B Experimental 2.30 3.47 1.17 Control 2.2 8.47 6.27 Confoin ed Scores ‘2: Both Instructors E‘xperimental 2.02 6.04 4.02 Control 2.20 6.21 4.01 43 Rough Comparison Egg Interpretation. Looking at the mean scores the mean gai: without considering a host of influencing fac— tors, it would be very easy to conclude that the experimental group of Instructor A, the writer, had made greater progress in the acqui— sition of and use of meaningful arm and hand gestures than the con- trol group, as a result of having received better teaching through the silent motion picture—conference. Yet, if that assumption were true, how does it happen that Instructor B's mean gain was a complete reversal of what Instructor A achieved, since both used motion pic— tures in the teaching of their experimental sections? There surely must have been other factors Operating. Aonlicatio _§ Mathematical Formulae. To determine what fac- tors were influencing the results it was decided to find out if statistically each instructor's experimental and control groups were significantly different at the beginning of the experiment, and also if the combined scores of both instructors were significantly different at the beginning. The formula for finding the significant difference between two means was applied and the results are as follows: Instructor A 1. At the beginning of the experiment the two groups were not significantly different. To be significantly different a score has to be over 2. The answer in this case was 1.9, which is almost significant in favor of the control group. 2. At the end of the experiment the score was 5.8, a significant difference in favor of the experimental group. A significant difference at the end of the experiment answers the question of whether there was improvement as compared by using one tech— nique or another. Instructor 3 l. 1.8 is not great enough to mark a signifi- cant difference between the experimental and control groups at the beginning. 2. For some reason the control group was more effective at the end of the experiment than the experimental group. The score was 8.03. Combined Scores 1. 0.l-——no significant difference, at beginning. 2. 0.03-no significant difference, at the end. Putting the combined experimental and control sections on an equal basis, the formula for the analysis of co—variance was applied to the data on meaningful arm and hand gestures to determine, if possible, whether the method or the instruction were the deter- mining factors. To be significant a score should read over 4 points. Methodology rated zero, and instruction did not have a significant effect, although what significance there was leaned toward Instructor A, 2.11 points. TABLE x1 MEAN sconns or MEANINGFUL HEAD MOVEMENTS PER MINUTE IN INITIAL THREE SPEEJhES AND FINAL manna SPEECHES, AND GAIN MADE BY CONTROL AND EXPERIMENTAL GROUPS Group INITIKI Three EinaI Three Mean Gain +7 Speeches Speeches Instructor A Experimental 1.79 2.95 1.16 Control 1.98 2.42 0.44 Instructor 3, Experimental 5.28 2.56 -~2.72 Control 6.92 4.58 -2.54’ Combined Scores _§ Both‘lpstructors Experimental 3.44 2.78 —-O.66 contrOI 4t. 74 3063 l""‘loll Rough Comparison and Interpretation. With four of the six items showinv a negative sign it is no more than natural to conclude that initial status was better than the final status, that the use of motion pictures in the teaching of meaningful head movements was of no value, that even the teaching of meaningful head movements was not productive of good positive results. However, it is not wise to generalize too quickly. The same technique should be applied in this case as was used with gestures. Apulication g:_Mathematical Formulae. Results of the application of the formula for finding the significant difference between two means are as follows: Instructor A 1. Beginning ratio—--0.15, not significantly different. 2. End Score-—0.76, no significant difference.. Instructor B l. Beginning---2.l3, a significant difference in favor of the control group. 2. End--—8.4, significantly different in favor of the control group. Combined Scores 1. Beginning—~2.7, in favor of the control group. 2. End—--2.9, in favor of the control group. The correlation coefficient of 0.19 from the use of the formula for the analysis of co~variance applied to the head move- ment data is not significantly different. To be significantly greater than zero it Should be 0.23. Since the correlation co- efficient between initial and final scores is not significantly different from zero, nothing lS gained by making adjustments for initial scores. 46 Subjective 6*aluation g; the REEL _i the students. In addition to an objective study of any problem a subjective evaluation in which the opinions of those wno took part in the experiment are con— sidered is of definite value. With that idea in mind the writer gave each student in the experimental section a questionnaire. This survey of attitudes and experiences covered several phases of the work which were considered of importance. The returns are as follows and speak for themselves: TABLE XII RECORD OF STUDEITS' KNOWLEDGE OF Th' OF MOTION PICTURES IN THE CLASSROOM QUESTI ON YES no 1. Were you aware that motion pictures were taken of you? Speech #5 9 10 Speech #9 9 IO It would appear that a fairly good piece of work had b en done in camouflaging the taking of the motion pictures. If any one factor would contribute to a person's knowledge of the fact that pictures were being taken of him, it would most likely be the whir of the camera as the film was being exposed. In spite of the fact that the booth from which pictures were taken had double glass, the vibration 47 seemed to transfer to the window and even the wall, and manv stue dents report ed that tley hear d the noise before going to the plat— form to speak. An analysis of the second question, "What made you aware of this?" ought to verify or reject the writer's opinionated statement. Here are some comments: The Noise of the c.mera. I was in the back row of seats when other pictures were being taken and I could hear the camera. The white sheet behind the speaker's stand and the window to see wnat was goinr on. There was a spot light focused above me. The use of the white sheet as a background and the artificial 3_ignting are obvious tips to the student that motion pictures are 130 be taken. Since these media were not used extensively, the vvriter does not consider them to be of too great importance. In i;he experiment there was a very definite attempt made to keep stu— Cient kno owledge of the fact that pictures were being taken at a niinimum. Consequently, artificial lighting and backdrop were 11sed no more than for experimental purposes. TABLE XIII "“CQRD or STUD 1T RhaCTIOET - urns K:owLL 333 T1 LOTION PICTURES WERE LLIr' Tm {EN QUESTION YE‘ no 53. If you were aware of it, did the taking of motion pictures dis ur‘ l 14 you? . -(fln .....Jl 48 It might be IOgical to conclude that knowledge that pictures tvere being taken had no visible effect upon the speaker and his effectiveness. However, the writer would like to assume trat this :fact was partially, at least, the result of the effort to keep such icnowledge at a minimum. A few comments might add some significance: The first time I knew about it I wasn't disturbed because I was too much interested in what I was going to say next. I forgot about it wnen I began to speak. I merely smiled to myself. Yes, it did, for I conc ntrated more on my physical activity nan on what I was trying to say. TABLE XIV RECORD OF STUDENT REACTION TO THE USE OF ARTIFICIAL LIGHTING AND BACKGROUND SHEET QUESTION YES NO 4:- If such equipment was used, did the addition of extra lights or a bank- 2 8 ground sheet disturb you? Comments on the part of the students: There was a background sheet, but it didn't bother me. I knew some pictures had been taken but didn't know mine was. The only time that I was bothered was when I came into the room and saw the background sheet. I sort of tightened up. When the light was turned on, it startled me. ZZCS 'on. 1- u. U 49 TAB-LE xv RECORD OF STUDEUTS' MOTION PICTURE EXPERIENCE QUESTION YES NO £5. Have you ever had motion pictures taken of you before? 13 6 Motion pictures taken at home or at the public school were the Incast common to those who answered the question in the affirmative. Question No. 6 gives a pretty clear picture of what effect the znc>tion pictures had upon each student When he saw himself. The (lurestion was stated as follows: "What were your reactions upon seeing grcrurself when the motion picture of you was projected?" Perhaps the EEELSieSt way to express the reactions is to read the students' own words. Before seeing the pictures I had no idea as to how I appeared as seen by he audience during my speeches. By seeing the pictures I was better able to get a clear idea as to the faults in delivery-posture, gestures in low plane, etc. Simply being told of your faults doesn't make them "sink in" as does the seeing of yourself in action through the pictures. Was surprised to see how different I looked than I thought. Decided to change some of my actions and looks. The class rad said my posture was bad, but it really struck me when it showed on the screen. My reaction was that I couldn't really be that bad, but there was only one way to overcome these defects, realize them and practice. Saw my errors in gestures in giving my speech, saw too, many things that probably will aid me in future public speaking. I felt suddenly very lifeless and as if I snould do some- thing besides just stand still. It doesn't seem as if I could be so motionless while talking. 50 I was very interested. I could see just how I looked when I made the motions that I did. I wondered if I was going to make any mistakes. I never thought I looked and acted like I did. Ye Gods! Is that me? Perhaps the class was right in saying that I appeared too tense. I realized wnat the instructor had told me and that I had no facial expression, gestures, or bodily movement. I saw I was an uninteresting and dull speaker. I needed more life and expression in speeches. I laughed at my first one because I was so lifeless but I vas surprised to see that I improved in the second. I got a big kick ut of it. I was a little embarrassed to see all of my faults staring me in the face, but it also gave me the urge to correct them. TABLE XVI RECORD OF STUDENTS' ATTITUDE TOWARD VALUE OF MOTION PICTURES IN THE SPEECH CLASS QUESTION YES no 6- Do you believe the use of motion pictures helped you in respect to 17 2 public speaking? Each student, when he was given the questionnaire to take ‘b<3 his home to fill out, was asked to be very truthful in replying 13C> the questions. He was told that what he said would have no effect uDonhis mark in the course, that what the writer was seeking res a true statement of each student's attitude toward the use of motion 195rctures in the teaching of public speaking. t was hoped that by Inéflcing these preface remarks that it would be possible to condition the Student to what was desired. 51 "In wnat way did it help you?" followed the question to which the student replied "yes" or "no". Some of the statements are as follows: It gave me an understanding of how I appeared to the audience and thereby made correction easier in that I had a definite idea in mind as to my faults. It helped me most with my gestures. I was making them too low and by seei.g how funny this looked was able to correct it. My transitions were also wrong and I think the motion pictures helped to improve them. Instructors and class members suggestions are of great help. especially if you are interested in making improvement, but a spoken criticism may have a different meaning. I could see how I looked and some of my motions I dis— continued because I could see that they weren't any good. Some others I used more because they were better. Convincing to me where audience only faintly made me aware of my faults. It made me try to improve these defects. I saw how dull I looked in my first one and tried to use a little more expression. Otherwise I don't think they helped me much . It showed everything you did as far as physical activity was concerned. I found some weak points in my physical activity which probably I wouldn't have otherwise. It gives you a chance to see yourself as others see you. It cleared snows all faults in gestures which aren't real- ized while you're making the speech. As a conclusion to the questionnaire the following request was Ikeade: "List any suggestions you might have as to the use of motion IDfiuztures in the teaching of speech; in the taking of such pictures; <31? concerning the experiment in general." A variety of replies was I'eceived. The taking of pictures certainly created interest in speech class. t gave you a reason for doing good work. U m host any person you talk to that has had public speaking wishes that they could have had pictures taken of them too, so there is bound to be some benefit derived from them and I think speech class is the place to do it because so much emphasis is placed on your action. I think the evaluation of the pictures by instructor and stu— dent in conference is excellent, individually. There un- doubtedly is more need for use of facilities, such as pic- tures and phonograph as teaching devices. The speech de- partment probably has progresses farther along this line than any other department on campus. I feel several shots taken outside the formality of the classroom would bring a good contrast of gesturing for emphasis in ordinary conversation. I think there should be more secrecy in taking pictures. I think the experiment is a very good one but there is room for improvement as in everything else. I think perhaps the big fault I noticed is that too many students were con- scious they were being taken which was inclined to make them nervous. If in time the sound machine can be used along with the pictures I think it will be much more helpful. I think it would be grand if more people or if all people taking speech could have the opportunity of seeing them- selves speaking. It seems to drive home better than many criticisms the defects in our speech and it also challenges us more strongly to conquer them, by seeing ourselves as others see us. The pictures could be used in front of your group and subjected to their remarks, so that a better cross-section of Opinion might be had. The machine should be so used, as not to make any noise. Several times it was against the glass and the sound was magnified, thus carrying the sound to the speaker and making him flustered. I think that the speaker should be unaware of the fact that his picture is being taken, and then he will not be "putting on“ anything. Motion pictures show the speaker his faults much more con- vincingly than the class discussion does. I think that a move should be taken of every speedh given and then it will enable us to see our gradual improvement. The manner in which this experiment is carried on now is not entirely satisfactory because maybe the move isn't taken of the speech which shows the improvement. 53 Motion pictures should be taken when student knows about it so they micht prepare more animation in their speech-~ to show defects in way they handle animation. Taking pictures is a very good idea but if clearer and larger pictures cannot be taken because of the expense, the present type of films help very little and should be discontinued. It would be a good idea to use the camera that took clearer pictures. Reading over the replies received on the questionnaire impresses the writer with the fact that a good many of them sound like a testimonial. However, testimonials can be for the good of an experiment as well as for its bad points. The general trend among the replies follows the line of what was reprinted, so that it is possible to conclude that the majority of the students were sold on the plan of using the silent motion picture-conference in the teaching of public speaking. CONCLUSION CHAPTER V CONCLUSION Summa . The data, both objective facts and subjective Opinions, have all been examined. By way of summary what can be said? Within the limits of this experiment the following state- ments may be made: 1. A comparison of the mean gain in the incidence of two phenomena, meaningful arm and hand gestures and meaningful head movements, selected for study, indicated that the experimental group made no great improvement,over the control group, as a result of having experienced the silent motion picture-conference in addition to the regular teaching technique. However, there are several conditioning and revealing statements that should be cited. a. The writer has no certainty that the results are positive. b. Of the two phenomena meaningful head movements had a negligible improvement in all instances. c. There was a slight improvement among the students in one instructor's experimental sections as com- pared with his control group. This statement is based upon the results of the application of the formula for the analysis of co—variants. 55 2. Reference to the reaction attitudes of the students in the experimental group of the writer showed (1) that the group as a whole felt the experience of having the silent motion picture- conference had been of value to them in their public speaking class and (2) that motion pictures offer evidence, visible to the speaker himself, of errors in the physical body aspects of delivery. anglgsions. Within the limits of this study there are a few conclusions which seem to hold true for the conditions under which this experiment was conducted. 1. Students in the public Speaking class on the college level do not improve to any great extent statistically as a result of having experienced the silent motion picture-conference. 2. There is a definite factor in the human significance of the use of the silent motion picture-conference in the teaching of public speaking. Suggestign§.fg; fggther.§tudz. The writer feels that the possibilities of experimenting with the motion picture—conference technique have not been touched. The evidence herein presented has not satisfied his subjective conviction that the value of the motion picture—conference in the teaching of public speaking should be considered. The following studies may be worth making: 1. Whether the sound motion picture--individual and group conference will yield more positive results in favor of the use of this technique in the teaching of public speaking. 2. Whether the silent motion picture—conference technique when applied to more students will yield different results. 3. Whether the silent motion.picture—conference technique can be measured more accurately by the observance of other phe- nomena. 4. Whether the silent motion picture—conference when applied to a situation in which the errors in this experiment have been corrected and in which the visual aids are used more often in the teaching of the physical aSpects of public speaking both in indi- vidual and group meetings, will yield different results. 5. Whether the use of the motion picture-conference can be extended to other phases of speech work and the results measured objectively. APPENDIX 57 Date Dear : Dr. Donald Hayworth, Head of the Department of Speech and Dramatics, has suggested that I write you for information concerning your experimentation in the use of motion pic- tures in the teaching of speech. In order to facilitate a more thorough and more standard reply to this request, which I am sending to those of you in the field of speech who have been using motion pictures, I have prepared a questionnaire which covers the points on which I need information. We are contemplating the installation of motion picture apparatus in our class rooms for use in the teaching of public speaking. We are anxious to know your honest opinion in regard to the value of this supplementary teach- ing device, not only in the field of public speaking but in other branches of speech work as well. Thank you very much for your help. Very sincerely yours, Wilbur F. Luick Dear : We are contemplating the installation of motion picture apparatus in our public speaking classrooms, as a supple- mentary teaching device. In order to plan our program most effectively we are anxious to have a statement of the opinions and experiences of other departments of speech, where motion pictures have been used for speech work. Dr. Donald Hayworth, Head of the Department of Speech and Dramatics, has suggested that I write you requesting such information. In order to save you as much time as possible and to give us a standard reply I have prepared a brief questionnaire containing the points on which we need information. Will you please answer the questions as completely as your ex- perience will permit and return them to me in the stamped and addressed envelope? Thank you very much for your help. Very sincerely yours, Wilbur F. Luick 59 MOTION PICTURE QUESTIONNAIRE Department of Speech and Dramatics Michigan State College 1. At any time have motion pictures been used as a teaching device in your department? Yes No 2. At the present time are you using them for any type of speech work? Yes No 3. If you are using motion pictures, in connection with what fields are they being used? Please check. Dramatics Interpretation Radio Public speaking Forensics Speech correction 4. From your experience with motion pictures would you con- clude that there is any value connected with them in the teaching of speech? Yes No Statement: N;B; On the next page are further questions for_those of you who have used motion pictures in the teaching of speech. You need not answer any of these questions, unless you have used motion pictures. 60 hOTION PICTURE QUESTIONNAIRE Department of Speech and Dramatics Michigan State College Egg Iflvfl'T 1. Will you briefly describe the physical plant in which you have used motion pictures? 2. What kind of camera equipment did you use? Make and size Lens Film requirements 3. Did you use artificial lighting? Statement: 4. What kind of projector and screen did you use? Statement: EERSORIEL 1. How many students have participated in classes in which motion pictures have been used? Number 2. Was the use of motion pictures by each student made Optional or compulsory? 3. How did you “finance" your program? Statement: 4. How were the films shown to the students? Individual conference Group meeting 61 WMOTION PICTURES AS A TEACHING DEVICE}: l. 3'. Have you made any objective studies relative to the value of motion pictures as a teaching aid? Yes No Statement: What student reaction to the use of and value of motion pic- tures did you receive? Statement: Was the student aware that his picture was being taken? How did you govern this factor? Statement: Did the presence of motion picture equipment or the knowledge that his picture was being taken have any visible effect upon the speaker, his poise, his presentation? Statement: Did your students improve more or less as a result of the use of motion pictures as compared with groups of students who had no motion picture experience? Statement: Do you have any facts to show the effect of motion pictures as a teaching aid? 62 The National.Association of Teachers of Speech in The Twenty-Third Annual Convention Motion Pictures and Visual Education December 27, 28, 29, SO, 1938 Presiding: H. P. Constans, University of Florida General Theme: The Use of Visual Aids In the Speech Classroom: "Use of Motion Pictures for DevelOpment of mental Objectivity in Speech" (with film from classes in the basic speech course at the University of Denver), Kenneth Christianson, University of Denver ”Values of the Motion Picture in teaching Drama and Diction," Josephine Allensworth, Humes High School, Memphis, Tennessee "Visual Hearing Method of Instructing the Hard- of-Hearing“ (with demonstration film), Marie K. Mason, Ohio State University "Motivating Classroom Speech Activities by Edu- cational Films,“ Irene Poole Davis, Akron, Ohio In the Speech Research Laboratory and Dramatic Workshop: "Recent Motion Picture Studies of the Larynx," (with 16 mm. demonstration film), Paul Moore, Northwestern University "The use of 8 mm. Color Film for Teaching the Construction of Puppets," Jean Starr Wiksell, Stephens College A Summary Discussion: "The place of visual Aids in Speech Education," Orville C. Miller, Vanderbilt University 63 The National Association of Teachers of Speech in The Twenty-Fourth Annual Convention December 27, 28, 29, 1939 Visual Education Presiding: Orville C. Miller, Vanderbilt University General Theme: Audio-Visual Aids and Techniques in Speech "Comparative Results of Making Animated Films in Photo- flood Studio and Outdoor Classroom,“ Paul Kozelka, Rosary College “Developing a Method of Taking Motion Pictures in the Speech Classroom Without Artificial Light and Making Synchronized Speech Recordings," Vernon A. Utzinger, Carroll College "Making a Sound Moving Picture of Dear Brutus,” (A fifteen-minute section of this amateur audio-visual pro- duction will be shown.) Josephine Allensworth, Memphis City Schools “Experiments in Oral Communication," (Experimental Research "Sound on film" motion pictures of students in informal discussion and interpretative situations.) Courtesy of The General College, University of Minnesota Open,Forum Leader: Alma E. Johnson, Florida Southern College 64 The National Association of Teachers of Speech in The Twenty—Fifth.Annual Convention December 80, 31, 1940 and January 1, 2, 1941 Audio—Visual Aids Program Sponsor, Elwood.Murray, University of Denver, presiding General Theme: Audio-Visual Aids in Speech Two films: ”Sound Waves and Their Sources“ and "Funda- mentals of Acoustics“-—Erpi Classrooms Films, Inc. "New Applications of Vocal Recording Technic for the Classroom," Henry V. Andrews, Girard College "Building Units in Photoplay Appreciation," Josephine Allensworth, Memphis City Schools "Audio—Visual Aids in the Basic Speech Course," Harold C. Svanoe, Central Missouri State Teachers College, Warrensburg, Missouri "Use of Audio-Visual Aids in the Speech Clinic," D. W. Morris, Indiana tate Teachers College, Terre Haute, Indiana 65 KEY TO SUCCEEDING TABLES Schedule of Classes for Instructors Instructor A Instructor B Section 2 (experimental) Section 5 (experimental) Section 9 (experimental) Section 12 (experimental) Section 52 (control) Section 2a (control) Section 12a (control) Section 9b (control) Student Numbering System Experimental Sections Control Sections Section 2—--l through 10 Section 5a—-la through 9a Section 9-—-ll through 19 Section 12a—lOa through 15a Section 5---20 through 28 Section 2a--16a through 26a Section 12--29 through 85 Section 9b--27a through 34a Classification 4--senior 3--junior 2—-90phomore l—-freshman Division L..A.--Liberal Arts (Business Administration, Hotel Administration, and Music included) H. E.-—Home Economics A. S.--Applied Science (Police Administration, Physical Education) Eng.--Engineering Ag.-—~Agricu1ture (Forestry) THEIR PSYCHOLOGICAL TEST SCORE AND DECILE RATING TABLE XVII STUDENTS OF EXPERIMENTAL SECTIONS, THEIR CLASSIFICATION AND COLLEGE DIVISION, 66 Eiggzgt Classification Division Psggggiogy Decile 1. 1. A.S. 111 6 2. l H.E. 108 5 3. 1 L.As 101 4 4. 1 L.A. 78 1 Section 5. 1 A.S. 126 8 2 6. 2 Eng. 124 10 7. 3 Eng. 93 7 8. 1 H.E. 106 5 9. 2 Eng. 145 10 10. 1 H.E. 124 8 ll. 3 A.S. 88 8 12. 4 L.A. 144 3 l3. 4 Ag. 76 6 l4. 1 Ag. 94 3 Section 15. l H.E. 68 2 9 16. 3 H.E. 72 5 l7. 1 Ag. 109 5 18. 2 Eng. 118 10 19. 1 Eng. 106 9 20. 1 Ag. 102 4 21. 1 L.As 129 9 2 . 2 Eng. 74 3 23. 3 Ag. 85 5 Section 24. 1 Eng. 76 6 5 25. 3 H.E. 117 10 26. 2 Eng. 105 9 27. 1 H.E. 88 2 28. 2 H.E. 79 4 29. 2 Eng. 87 6 30. 2 Eng. 96 7 Section 31. l H.E. 120 7 12 32. 2 H.E. 68 2 33. l A.S. 42 l 34. 1 L.A. 87 8 35. 3 L.A. __l_._1._Q___ 6 Total 3456 TABLE XVIII 67 STUDEKTS 0F CCKTR‘L SECTIC S THEIR CLASSIFICATIOS nLD COLL u DIVISION, THEIR PSYCHOLOGICAL TEST SCORE AID DECILE RATING Student Psychology Number Classification Division Score Decile 1a. 3 H.E. 114 10 2a 2 Eng. 63 1 3a. 2 Eng. 76 3 4a. 3 Ag. 73 5 Section 5a. 1 Ag. 89 2 5a 6a. 1 Ag. 103 4 7a. 2 Eng. 96 7 8a. 2 H.E. 91 8 9a. 2 Eng. 100 8 10a. 2 Eng. 97 8 11a. 1 H.E. 64 1 Section 12a. 2 ‘g. 59 1 12a. Ba. 2 H.E. 67 2 14a. 1 A.S. 123 8 15a 1 L.A. 118 7 163. 2 A.S. 91 8 17a. 2 L.A. 9O 6 18a. 2 Eng. 91 7 9a. 2 Eng. 99 8 20a. 1 L.A. 122 8 Section 21a. 2 Eng. 127 10 2a 22a. 1 H.E. 8 2 23a. 1 H.E. 106 5 24a. 1 H.E. 111 6 25a. 2 Eng. 76 3 26a. 1 H.E. 9O 2 27a. 1 Ag. 85 2 28a. 1 Ag. 8 2 29a. 1 H.E. 118 7 Section 30a. 3 Eng. 120 1O 9b 31a. 2 Eng. 75 3 32a. 2 Eng. 111 9 33a. 1 Ag. 90 2 34a. 3 Ag. 69 2 Total 3179 TABLE XIX EXPERIMENTAL SECTIONS LENGTH OF SPEECH Student Seeech Number Seconds Minute Number I II III Total Total 1. 58 101 60 219 3.65 2. 298 73 102 473 7.88 3. 76 130 65 271 4.52 4. 160 80 45 285 4.75 5. 109 64 67 240 4.00 6. 197 313 76 586 9.77 7. 97 75 57 229 3.82 8. 86 99 76 261 4.35 9. 182 89 70 341 5.68 10. 61 108 70 239 3.98 11. 180 187 95 462 7.70 12. 145 155 71 371 6.18 13. 153 128 80 361 6.02 14. 120 98 70 288 4.80 15. 112 96 65 273 4.55 16. 110 161 70 341 5.68 17. 231 174 72 477 7.95 18. 121 135 69 325 5.42 19. 155 166 76 397 6.62 20. 8 103 77 268 4.47 21. 121 95 108 324 5.40 22. 5 135 75 285 4.75 23. 189 108 90 387 6.45 24. 177 150 60 387 6.45 25. 12 105 70 302 5.03 26. 149 98 81 328 5.47 27. 133 85 74 292 4.87 28. 78 75 79 232 3.87 29. 5 85 58 208 3.47 30. 152 137 49 338 5.63 31. 171 98 60 329 5.48 32. 145 134 65 344 5.73 33. 126 112 61 299 4.98 34. 176 —-— —— 176 2.93 35. 175 72 66 313 5.22 AFALJLJL EDI CONTROL SECTIOKS LENGTH OF SPEECH Student Speech Number Seconds Minute lumber I II III Total Total 1a. 33 109 73 315 5.25 2a. 142 112 56 310 5.17 3a. 73 96 70 239 3.98 4a. 193 115 61 369 6.15 5a. 58 67 69 194 3.23 6a. 94 151 63 314 5.23 7a. 96 72 59 227 3.78 8a. 144 75 51 270 4.50 9a. 196 176 71 443 7.38 10a. 188 154 64 406 6.77 11a. 54 92 59 205 3.42 2a. 157 175 114 446 7.43 13a. 101 109 57 267 4.45 14a. 101 84 64 316 5.27 15a. 111 146 69 326 5.43 16a. 123 130 64 316 5.28 173. 114 155 69 368 6.13 18a. 177 140 57 374 6.2 19a. 253 252 75 530 9.6 20a. 112 150 72 334 5.57 21a. 155 130 65 350 5.83 22a. 180 185 70 435 7.25 23a. 117 165 67 349 5.8 24a. 8 105 70 255 4.25 25a. 140 122 75 337 5.62 26a. ---’ 150 52 202 3.37 27a. 442 175 174 791 13.18 28a. 110 157 60 326 5.45 29a. 119 9 58 270 4.50 30:1. 268 189 93 550 9 . 17 31a. 282 165 63 510 8.50 .32a. 104 135 71 310 5.17 33a. 110 88 115 313 5.22 348. 255 135 --- 390 6.50 TAFLE XXI EXPERIMENTAL SECTIONS LEIGTH OF SPEECH 7O Student Second Minute Number XII XIV XV Total Total 1. 100 476 140 716 11.93 2. 175 530 220 925 15.42 3. 280 511 210 1001 16.68 4. 280 409 137 626 13.77 5. 240 301 295 836 13.93 6. 320 417 266 1003 16.72 7. 300 364 220 284 14.33 8. 257 4% 180 842 17.03 9. 320 328 209 857 14.28 10. 415 311 187 913 15.22 11. 440 380 282 1102 18.37 12. 485 480 287 1147 19.12 13. 410 590 2 5 1255 20.92 14. 240 590 186 1016 16.93 15. 240 435 242 917 15.28 16. 410 435 300 1145 19.08 17. 490 315 300 1105 18.42 18. 3C0 95 466 1043 17.38 19. 430 310 145 935 15.58 20. 377 398 155 -30 15.50 21. 210 470 120 800 13.33 22. 440 390 175 1005 16.75 23. 370 463 190 1023 17.05 24. 564 400 135 1099 18.32 25. 352 3 ,r 332 13. 8'7 26. 360 555 140 1055 17.58 27. —-- 265 140 405 6.75 is. 311 430 115 856 14.2 29. 370 340 95 805 13.42 35. 360 278 80 718 11.97 31. 360 310 115 785 13.08 32. 390 260 135 85 13.08 33. 355 240 100 695 11.58 4. 330 386 110 826 13.77 35. 300 210 605 10.08 TABLE XXII CCUTROL SECTICKS 71" {V177 .‘fl TNV1<1nvI LEHG1n Cr Sfflbvu Student §Pe€0h Kumber' Second minute lumber XII XIV XV Total Total la. 375 370 130 875 14.58 22. 422 360 110 962 16.03 3:. 238 475 219 802 15.03 42. :00 240 250 790 13.17 53. 145 390 155 690 11.50 63. 260 390 195 865 14.42 72. 320 595 325 1240 20.67 Ca. 370 324 220 914 15.23 9a, 455 395 222 1072 17.37 106. 280 540 303 1123 16.60 1 a. 255 410 197 1103 16.72 12a. 465 391 311 1167 19.45 134. 403 445 222 1132 13.29 145. 190 510 311 1041 17.35 152. 330 427 155 912 15.? 162. 335 305 9 705 3.08 172. 3:0 485 140 1005 16.75 18.. 260 219 120 669 11.13 196. 465 520 160 1165 19.42 20;. 350 420 145 915 15.25 21a. 350 335 103 {68 13.13 223. 300 450 144 894 14.90 234. 300 325 123 803 13.38 243. 315 415 137 667 14.45 252. 310 475 106 291 4.35 262. 320 --— 86 436 6.77 273. 263 340 153 "56 12.60 238. 275 330 140 795 3.25 29a. 380 370 -33 73 3.05 308. 33” 330 130 790 13.17 312. 443 410 90 943 15.72 323. 290 360 95 745 12.42 333. 430 412 83 930 15.50 34a. 325 300 73 98 11.63 TABLE XXIII EXPERIMENTAL SECTIONS MEANINGFUL ARM AND HAND GESTURES Number Per Minute Total Number ee 5 Student Number II III Number I 6507006n~03 120100o1nvo06 6600003009 1 0105003006 osozooooom 123456789m 848nwnvo94nuo6 nOoanlOonUolnuonuo 605104. 29 23 1 682300104 1 1 415005000 906300000 11 12 13 14 15 16 17 18 19 9w0w11RWAunUPD_D.b nwaw1.4.nv1.ouqunw 87 29 17 34 000100921 2 l 111ununvnu11nanopo 1I 11 2O 21 22 23 24 25 26 27 28 £77963” nUohvonvonvlln/m 044.5854. 1 04251-1 1 00104. . no 0010350 29 30 31 32 33 34 35 73 TABLE XXIV CONTROL SECTIONS MEANINGFUL ARM AND HAND GESTURES Student m W Total Number Per Number II III Number Minute la 23. 3a 4a 2 5a 6a 7a 83. 9a 0 3 (‘3 UT ()3 I-' H |'—’ L0 DP (\3 H OO>NCDOOOI§O .00... OtnI—‘moammoam OQOQONHOO H H 09 N I'd-Q O) OkOGDU‘lI—‘Cflll-‘COOJ H COW} H O (‘J 103. 11a 12a 133. 14a 15a momnoow HOO’p-OO l-‘OCDI-Fl-‘N I-’l-’ \IOOfll-‘Cfl HOODNOO 0000 (33003030301 16a 17a 18a. 19a 203. 21a 22a 23a 24a 25a 268. H lOfiOOIFOOOQOCO N !-’ l-' moorpmmooaour—Ixzco O. .0 OOHONOOJUIJAODJ mo:»t>mooowo~z»¥> HONONOOOCRI—‘H memmmommpH-q (\J NOQN'OOJOO) 27a 28a 29a 30a 31a 32a 333. 343. 0] o H OtOl—‘O‘! H (U ontocnoooxnuou [—1 .....I H U] {‘0 N {D 22 ’ 22 NONDJOOON O DJOPUTl-‘ONON |._: I I H 01 74 TABLE XXV EXPERIMENTAL SECTIONS MEANINGFUL ARM AND HAND GESTURES Student Speech Number Total Number Per Number XII XIV XV Number Minute 1 O 2 11 13 1.1 2 2 28 14 65 4.2 3 10 45 37 92 5.5 4 59 59 47 165 11.9 5 O 24 20 44 3.2 6 45 77 40 162 9.7 7 32 86 47 165 11.5 8 7 27 6 40 2.4 9 109 40 24 173 12.1 10 41 68 27 136 8.9 11 96 136 78 310 16.9 12 57 141 88 386 14.9 13 32 132 76 240 11.5 14 29 6 58 93 5.5 15 7 38 59 104 6.8 16 2 52 67 171 8.9 17 59 72 92 223 12.1 18 3 18 24 45 2.6 19 16 46 29 91 5.8 2 53 58 28 139 9.0 21 33 6O 22 115 8.6 22 7 79 21 107 6.4 2 21 34 32 87 5.1 24 3 14 13 30 1.6 25 4 15 17 36 2.6 26 14 56 32 102 5.8 2 - 3 7 10 1.5 28 6 2 18 53 3.7 2 l 15 5 21 1.6 30 5 23 11 39 3.3 3 3 27 19 49 3.8 32 6 12 18 36 2.8 33 - 15 7 22 1.9 34 47 3O 14 91 6.6 35 2 4 11 17 1.7 TABLE XXVI CONTROL SECTIONS KEAKIKGFUL ARE AND EAKD GESTURES 75 Student Sfifiech Number Total Number Per Number XII XIV XV Number fiinute la 15 2 10 46 3.2 22 59 52 15 126 7.8 Ba 7 1 35 43 2.9 48 39 43 45 127 9.6 Sa 5 3o 17 52 4.5 62 39 27 32 98 6.8 7a 42 67 27 136 6.6 82 2O 5 11 36 2.4 93 2 o o 2 0.1 10a 6 35 35 76 4.0 11a 13 3o 25 68 4.1 12a 11 41 57 109 5.6 13a 51 6o 22 139 7.4 142 12 22 9 43 2.5 15a 47 6o 15 122* 8.0 16a 27 4o 12 79 6.0 173 12 24 15 51 3.0 12a 3 52 22 111 10.0 19a 23 27 15 65 3.4 20a 6 7 37 122 8.0 21a 16 L 2 1C8 2.2 222 9 27 13 49 3.3 23a 53 102 41 202 15.1 24a 40 51 40 131 9.1 25a 33 77 26 136 9.2 26a 8 —- 10 12 2.7 272 o 19 ' 11 30 2.4 28a 11 23 12 46 3.5 292 25 13 16 54 4.1 30a 26 64 13 103 7.2 31a 40 97 17 154 9.6 32a 41 6o 3 132 16.6 334 64 123 23 210 13.6 34a 23 35 9 67 5.8 TABLE XXVII EXPERIMENTAL SECTION MEANINGFUL HEAD MOVEMENTS Student Speecn Number Total Number Per Number I II III Number Minute 1 1 6 2 9 2.5 2 7 4 3 14 1.8 3 2 4 3 9 2.0 4 6 4 0 10 2.1 5 0 1 1 2 0.5 6 5 7 2 14 1.5 7 0 2 4 6 1.6 8 3 6 2 11 2.5 9 6 5 5 16 2.8 10 5 3 3 11 2.8 11 11 7 2 20 2.6 12 3 6 3 15 2.4 13 3 5 2 10 1.7 14 1 1 2 4 0.8 15 1 4 4 9 2.0 16 2 3 2 7 1.2 17 6 9 4 19 2.4 18 1 4 3 8 1.5 19 2 4 2 8 1.2 2 1 3 3 7 1.6 2 ll 4 10 25 4.6 22 3 6 10 19 4.0 23 12 15 15 42 6.5 2 4 8 8 2 3.1 25 11 11 19 41 8.1 26 22 6 17 45 8.2 27 36 21 18 75 15.4 2 8 14 11 33 8.5 29 10 8 4 22 6.4 30 2 6 2 10 1.8 31 1 1 0 2 0.4 32 ‘ 7 6 2 15 2.6 33 17 10 3 30 6.0 34 8 - - 8 2.7 3 16 6 2 2 4.6 TABLE XXVIII CONTROL SECTIONS HEANINGFUL HEAD MOVEMENTS 77 Sueeoh Number Student Total Number Per Number I II III Number Minute la 12 19 4 35 6.7 Ba 2 0 1 3 0.6 3a 1 3 l 5 1.3 4a 3 2 3 8 1.3 5a 0 0 1 1 0.3 6a 0 0 2 2 0.4 7a 0 0 0 0 0.0 Ba 5 14 3 22 4.9 9a 0 1 4 5 0.7 10a 9 14 0 23 3.4 11a 1 1 0 2 0.6 12a 0 2 6 8 1.1 133 6 6 7 19 4.3 143 3 4 5 12 2.3 15a 3 7 1 11 2.0 16a 13 12 3 28 5.3 17a 1 5 8 14 2.3 18a 36 18 8 62 9.9 19a 33 25 9 67 6.9 20a 2 12 4 44 7.9 21a 24 8 11 43 7.4 22a 27 9 6 42 5.8 23a 16 10 4 30 5.2 24a 15 6 14 35 8.2 25a 11 7 3 21 3.7 26a - 8 3 11 3.3 27a 39 9 7 55 4.2 28a 10 8 3 21 3.9 29a 38 17 11 66 14.7 30a 26 26 10 62 6.8 31a 34 30 12 76 8.9 32a 16 13 13 42 8.1 33a 2 7 13 41 7.9 34a 64 8 -— 72 11.1 78 TABLE XXIX EXPERIMENTAL SECTIONS LEAN INGFUL EEAD I~EOVEIENTS Student W W ‘ Total Number Per Numb er XI I XIV XV Nmn'b er Minut e 1 2 29 41 72 6.0 2 13 25 13 51 3.3 3 2 13 5 20 1.2 4 15 29 17 61 4.4 5 4 5 4 13 0.9 6 13 3 26 42 2.5 7 7 26 10 43 3.0 8 3 11 4 18 1.1 9 16 15 7 38 2.7 10 17 16 17 50 3.3 11 11 23 16 50 2.7 12 9 12 12 33 1.7 13 13 19 21 53 2.5 14 7 3 14 24 1.4 15 2 9 2 33 2.2 16 14 47 41 102 5.9 17 32 7O 21 123 6.7 18 4 24 9 42 2.4 19 5 15 14 34 2.2 20 8 10 9 27 1.7 2 27 13 11 51 3.8 22 71 5 11 87 5.2 23 16 4 6 26 1.5 24 5 15 9 29 1.6 25 3 15 25 ‘ 43 3.1 26 17 10 19 46 2.6 27 - 17 23 40 5.9 28 15 13 5 33 2.3 29 5 9 6 20 1.5 30 9 7 5 21 1.8 31 . 22 2 10 34 2.6 32 12 7 8 27 2.1 33 5 7 4 16 1.4 34 20 14 12 46 3.3 35 3 1 2 6 0.6 TABLE XXX CONTROL SECTIONS MEANINGFUL HEAD MOVEMENT 79 Student m M Total Number Per Number XII XIV XV Number Minute la 22 16 43 81 5.6 23 3 2 2 7 0.4 3a 0 0 5 5 0.3 43 4 16 32 52 4.0 5a 0 O 8 8 0.7 6a 5 0 4 9 0.6 73 0 20 O 20 1.0 Ba 18 40 24 82 5.4 9a 0 1 2 3 0.2 10a 22 10 40 72 3.8 113 2 1 21 24 1.4 12a 9 0 32 41 2.1 13a 2 38 19 59 3.1 143 5 24 31 60 3.5 15a 13 25 26 64 4.2 163 10 12 4 26 2.0 17a 10 4 9 23 1.4 18a 2 2 23 66 1.9 19a 14 32 6 52 2.7 20a 18 72 31 121 7.9 21a 16 24 9 49 3.7 22a 11 23 11 45 3.0 23a 27 39 29 95 7.1 24a 28 37 19 84 5.8 25a 21 58 9 88 5.9 26a 14 -- 4 18 2.7 27a 9 11 4 24 1.9 28a 14 20 4 38 2.9 29a 32 80 28 140 10.7 30a 22 37 8 67 5.1 31a 28 55 9 92 5.9 32a 15 38 16 69 5.6 33a 31 48 14 93 6.0 34a 17 32 9 58 5.0 80 Name Section Division Class Age 1. Were you aware that motion pictures were taken of You? The first time: Yes No The second time: Yes No II. What made you aware of this? III. If you were aware of it, did the taking of motion pictures disturb you? Yes No . In what way did it disturb you? Describe reaction. IV. If such equipment was used, did the addition of extra lights or a background sheet disturb you? Yes No . Describe reaction. V. Have you ever had motion pictures taken of you before: Yes No . If you.have, state the circumstances. VI. What were your reactions upon seeing yourself when the motion picture of you was projected? Describe in full. VII. Do you believe the use of motion pictures helped you in respect to public speaking? Yes No . In what way did it help you? VIII. List any suggestions you might have as to the use of motion pictures in the teaching of speech; in the taking of such pictures; or concerning this experiment in general. 81 SELECTED BIBLIOGRAPHY BOOKS Freeman, Frank N. Visual Education. Chicago: The University of Chicago Press. 1924. Hoban, Charles F. and Hoban, Charles F., Jr. and Zisman, Samuel B. Visualizing the Curriculum. New York: The Cordon Company. 1937. McClusky, E. Dean. Visual Instruction: Its Value and Its Needs. ———_———.*——- New York: Mancall Publishing Corporation. 1932. Wood, Benjamin De Kalbe. Motion Pictures‘in the Classroom. Boston and New York: Houghton Mifflin Company. 1929. REPORTS OF RESEARCH STUDIES Dale, Edgar and Dunn, Fannie, and Hoban, Charles F., Jr. and Schneider, Etta. Committee on Motion Pictures in Education. American Council on Education. Motion Picture§_gn Education; ‘A Summary 2: the Lgterature;‘§gurce Book for Teachersiand Administrators. New York: H.W. Wilson Company. 1937. Hayworth, Donald. Editor and Director of Committee on Cooperative Research of the National Association of Teachers of Speech, the Michigan Department of Public Instruction, and the Michigan Association of Teachers of Speech.,§ Research into The Teaching.g§ Public Speakigg. East Lansing: Published under auspices of the Words Progress Administration. 1939 PERIODICALS Allensworth, Josephine. "Value of the Motion Picture in Teaching Drama and Diction." National Board pf Review Magazine. 14:16-18. January. 1939. Dear, Elaine M. "The Motion Picture-~A Teaching Assistant for Physical Education.“ The Educational Screen. 19:375—376 and 390. November. 1940 Golden, Nathan D. "The Latest Survey of College and High School Motion Picture Equipment." The Educational Screen. 19:116-117. March. 1941 82 PERIODICALS (com INUECD) Hansen, John Elmore. "A Study of the Comparative Effectiveness of Three Methods of Using Motion Pictures in Teaching.“ Egg Educational Screen. Part I. 19:55-57 and 74—76. February. 1940. Part II. 19:97-98. March. 1940. Hoban, Charles F., Jr. "Curriculum Implications of {otion Pictures.” Curriculum Journal. 11:365. December. 1940. Jayne, Clarence D. "baking Pictures Teach." The Educational Screen. 20:191-192 and 207—208. May. 1941. (to be continued in June, 1941). Kruse, William F. "New and Notes." The Educational Screen. 19:26-27. January. 1940. McCowen, Max C. "A Controlled Experiment in Visual Education on General Science." The Educational Screen. 19:143-146 and 172-173. April. 1940. Maurer, John A. "Criteria for Selecting Motion Picture Projection Equipment.“ The Egyggéabnal Screen. 20:117-119. March. 1941. Mogan, flartha. “Audio—Visual Education in the Small Woman's Junior College." The Educational Screen. 20:194—196. {a . 1941. Plugge, Domis E. “In the Periodicals." The Quarterlv Journal g: Speech. 26:500. October. 1940. Ross, Jeanette. “The Speech Teachers Keeps Abreast of the Radio and the Motion Picture." The Quarterly Journal 2§.Speecl. 26:431-437. October. 1940. Simonson, Ruth. "News and Notes." The Quarterly Journal g§_Sueech. 25:522. October. 1939. Stadtlander, Elizabeth L. "Relative Importance of Placement of Motion Pictures in Classroom Instruction." Elementary School JournaL. 40:284—290. December. 1939. Trolinger, Lelia. "Selecting Projection Equipment." The Educationa Screen. 19:141-142 and 168. April. 1940. Utzinger, Vernon A. “The Use of the Moving Picture Machine and the Recording Instrument in Teaching Speech." The Quarterly Journal IQE Speecl. 25:9-12. February. 1939. 83 UN’UBLISHED MATERIAL Dalrymple, Carl. "The Effectiveness of Motion Pictures in the Teaching of Literature." Unpublished Master’s thesis, Department of Education, Michigan State College. 1935. Tenhaaf, Mildred M. "A Study of the Relative Value of Reading Materials and Visual Aids in Five Classes of English Literature." Unpublished.Master’s thesis, Department of Education, Michigan State College. 1940. ‘ 1-4.Wo. «ww-m‘ vw 'Fx—s . ‘ -'-..'.""*.‘ $122134ng W" ROOfl use own. pr . . ' , “‘3‘.” "“ My, ~ ' ‘1 Aug 9 '48 '6 I 8081‘ , APR 1 1950 a; '4 ‘9, 9 ' H N R will Wu “$111913?“ [111111111 111111511 M“ 3