AV Geeks 16mm Lunch 2-27-2025

e e e is I I for sorry I was eating a Girl Scout cookie and um noticed that the film strip had ended um this think about the farm what it was like to live on a farm and work on the farm Pioneer Days enjoy and um notice that the film strip had ended um think [Music] in the early 1800s in every settlements each member of the family had to help with the F because life depended on the success or failure of the crop of the crops children understood the importance of this and if they lived on a farm learned to help with the chores when they were very young when you were very young working side by side with their parents they learned to gather the eggs chop wood and feed the farm animals almost as soon as a boy could walk he would be taught to Yoke the oxen he learned to control them from an early age as they were used for many tasks as soon as the fields were cleared of stumps the farmer would be anxious to plow and prepare the soil for the first crops as The Oxen pulled the wooden plow the iron plow share bit into the soil and turned it into a Furrow they walked up and down the field making furrows with the plow it was a lot of hard work and after plowing the field it still was not ready for planting depending on Regional climates and growing conditions crops varied in importance however two crops were of prime importance but they provided food and clothing these crops were wheat and flax the bigger clumps of Earth were broken up with an instrument called a Harold the farmer was able to build his own Harrow as it was a simple wooden frame that had large spikes driven through the wood because the newly turned soil was rich with humus it fell apart as soon as the Harrow touched it humus is the natural decaying vegetable matter in new soil the Pioneers did not need fertilizers because their soil was very rich with nourishment after harrowing when the farmer was satisfied that his Fields were ready for planting a cedar was filled with wheat or flax seed walking slowly up and down the field the farmer's son tossed or broadcast the seed by hand corn was a welcome change as a vegetable and also supplied fodder for the pigs and cattle the settlers learned to plant corn the way the Indians planted theirs in little Hills with several seeds to each hole as the wheat ripened ready for the Harvest the grain cradle was sharpened in Readiness for cutting it the farmer cut SVS of grain which toppled neatly into the fingers of the cradle and then slid into a row on the ground this row was called a wind row and the farmer walked in the row Gathering the grain into sheaves using a binder's knot he then tied the sheave securely several sheaves were piled together to dry in the Sun at threshing time the sheaves were lined up with their heads together for flailing flailing was one of the hardest farming chores it separated the grain from the wheat stems practice was needed to bring the flail down and strike the head of the sheep so that the kernels of grain were knocked on the floor the grain from the floor was carefully shoveled into a blanket or basket the grain was shaken in the basket to separate the skins of the grain called cha the doors of the barn were open to create a draft which blew the lighter chaff away leaving the heavier Grain on the floor the grain was poured into the hand qun which was used to grind it into flour the top Stone was rotated while the bottom one remained stationary this crushed the grain between the stones the flower that poured out through the opening was very coarse but wholesome this flour was baked into delicious ious [Applause] bread as the community grew a Miller came to the area and built a fine flower Mill by a stream so that he could use water power to make his machines work water power was made by the force of water moving downhill to turn the great wooden wheel the water wheel in turn drove all the working parts of the mill Machinery the new Mill meant less back breaking work at the hand qun the Miller tested the flow of the grain into the hood periodically the Miller would check to be sure that the Farmer's Grain was being ground properly once the Miller was satisfied with the texture and quality of flour it was bagged and ready for the farmer the Miller had customers who did not have ready cash to pay for their Milling so he was often paid in toll that is he kept one bag of grain in 10 as payment for Milling blackx was the other main crop in the community when the field of flax had ceased blooming and dropped its flowers highest seed pods that looked like small balls s formed near the end of the stems the flax plants were then pulled from the ground by hand to preserve the longest possible fiber hidden in the stem of the plant was a length of fiber that carefully worked could provide linen for clothing the family when the flax was properly cured and dried the seed balls were removed by a process called Rippling a small wooden comb was drawn through the heads and as the seeds came off they were stored to use as seed for the following Year's crop the Surplus could be sent to an oil mill where the linseed oil was extracted the next step in processing the flax was the rting of the plants the bundles of flax straw were placed in a stream and waited down with stones for several days when the water had dissolved enough of the gummy melage that held the outside fibers to the core the flax was taken from the stream and spread out to dry after the bundles were opened the farmer took a handful of the flax straw and crushed the inner core with a hand break the handful of flax was taken to the scutcher or swinger where the blades continued to beat off the pieces of core still clinging to the fibers this motion was repeated many times by drawing the fibers through the heckles which resembled sharp iron teeth set on a board the fibers were combed out and separated leaving Short broken or Twisted fibers used for making yarn to be woven into coarse cloth sacks or bed ticks or spun into yarn large enough for wicking for lamps and candles string and rope the fine fibers were now ready to be spun fall brought the ripening corn and the settler couldn't resist a look at the ears to see if they were plump and full and ready to be harvested as winter approached and the settler gathered his harvest the family knew that the plentiful crops would provide a good supply of food for the table until the following year [Music] [Music] yeah so that was uh very Canadian I don't know if you heard uh the narrator's uh accent it it kind of popped out a little bit all right what I want to know is how to build better sentences I can make sentences but how can I make them better let's find out together enjoy [Music] we have a treat today Tony Bob and Allen have just finished their story in fact they came in early and wrote the first part on the board I think it's a fine start but remember even if we like it as a story our project is to analyze it to see whether we can improve sentence structure now our three authors may find it hard to be critics especially of their own work but I think they can do do the job yes Tony do you mean we're supposed to find things wrong in our own story that's the idea of improvement evaluating your own work Alan why don't you read the year is 2000 a the United States of America has just sent a spaceship to the planet Mars in the spaceship are two American astronauts they are very well trained in their Nam Edgar Wilson and Michael Wagner they are both able to work the Rocket engines that their spaceship is propelled by our story is about this trip to Mars it is also about the astronauts Adventures as we look in on them Edgar points to the instrument panel say Mike he says the fuel is running low well good now we have to begin somewhere why don't we start with the third sentence in the spaceship are two American astronauts there's nothing wrong with that is there well not really Alan it's a perfectly good sentence but perhaps we can do better now does anyone know how we might improve that sentence here's a hint remember Monday we talked about eliminating unnecessary words right Tony now do you may be unnecessary in this sentence in the spaceship are two American astronauts American that's unnecessary it already says in the that America sent the astronauts so we don't have to use the adjective American here very good Bob Tony and Allen why don't you try too and perhaps we can improve the story still more now let's see what about the sentence that starts they are very well trained what's that all about that's compounding we brought two simple sentences together and use to conjunction and but it reads they are very well trained and are named Edgar Wilson and Michael Wagner it sounds like if they had different names they wouldn't be well trained there could be something wrong with the sentence who wants to try to fix it that's the way Tony but I don't know how to fix it well the thoughts in this sentence and the next one are related so why not for the time being leave out the Clause that Bob crossed out and connect the first Clause with the following sentence there they are very well trained and are both able to work the Rocket engines that their spaceship is propelled by but what names why not put it at the end of the sentence before good idea there what do you think of that but there's still room for improvement for instance we found that it gets the idea across better when we use a verb in its active voice remember well then tell me Alan what was your reason for putting the verb Propel here in the passive we had a good reason Miss crane whatever it was in any case we have two choices that their spaceship is propelled by or rocket engines that Propel their spaceship which sounds better Propel the active voice I think we all agree now do you see anything else it still doesn't look right look at this conjunction and is this a clue a conjunction means compounding right Alan and when we compound sides of the conjunction should be of equal importance now if you believe that the facts that they're very well trained and that they're able to work the engine are equally important here wait they're not equally important one depends on the other you've got it Alan and if one thought depends on the other which word should we remove the and well let's see well now we have a what kind of a sentence is this Tony a transform but we have two RS Alan why don't you read the sentence leaving out this they are very well trained both able to work the Rocket engines that Propel their spaceship there's still something wrong maybe it has something to do with which of these two thoughts is more important which is that they're able to work the engines right Alan makes sense that the subject should be placed with that thought how's that but isn't there something wrong with the next paragraph to something you can fix Bob all right but is the story really about this trip or is it about the adventures of the astronauts we wanted it to be about the adventures then why don't we erase the part about Adventures from here and put it here our story is about the astronauts adventures during this trip to Mars how do you like your story now do you think we need the part about being well trained I mean all astronauts are well trained so I think I'd like to take that out do you think it'll work Tony I think so yes you see to make written work look finished we have to take out obvious things what kinds of things do you think they are like using the same words over and over in view of that what would you say about this word we've used it in the sentence before and this if we just say their names that's enough good in the ship are two astronauts Edgar Wilson and Michael Wagner we seem to be finished but it may be wise to go back to see if our words are expressing our exact meanings for example the United States of America has just launched more exact see a spaceship toward the planet Mars isn't that better Manning you see that's exactly what they were doing Manning the ship are two astronauts Edgar Wilson and Michael Wagner like to read it now Alan the year is 200 ad the United States of America has just launched the spaceship toward the planet Mars Manning the ship are two astronauts Edgar Wilson and Michael Wagner our story is about the astronauts adventures during this trip to Mars as we look in on them Edgar points to the instrument panel say Mike he says the fuel is running low you know now that we fixed it I think it does read better it does and perhaps you'll want to look at some of the sentences in your own stories and compositions to see if they say what you mean and tell your story exactly the way you want to tell it you'll find it fun to tell your story the right way the exciting Way by building better sentences [Music] couldn't have had at least one girl um yeah that was uh wow not a whole lot of money spent on that one they uh you know just used their classroom set they just had a Blackboard that they cleaned somebody wrote yeah super cheap they saved a bunch of money on that which in my mind translates to not being a very good film because uh what they're talking about is not the story is interesting but the way they're talking about is not very compelling at all all right so uh we've been watching a lot of coret films because uh the people that own cornet have sent us 9,000 cans of film 9,000 plus uh and we are slowly going through and scanning them and so that was one of the scintillating things uh this is a film uh that fascinating uh because this basically talks about how to use educational films uh in your classroom uh to enhance enrich learning and teaching but uh is also a commercial for cornet films we showed one of these not too long ago and it was for a religious film company Cathedral films similar thing was basically like look great this uh Sunday school is by showing this film and then the discussion that can be had in following classes etc etc uh so this is a a thing I think uh Encyclopedia Britannica has one I think they all have one because they're just like you know we have footage we'll just use footage from our films to prove our point and talk about how great educational films are for training uh we know how great educational films are so there you go here's New Dimensions through teaching films enjoy [Music] [Applause] well ladies and gentlemen I think this concludes our session on film usage today I hope you found it helpful oh yes excellent wonderful I think it was a very rewarding session well thank you Mr Boardman Jack I wish that more people in our County Teachers principes AV directors superintendents curriculum and Library Personnel I wish they could have shared this past hour with us well um perhaps we can repeat this session I'd certainly like to try well actually there is a way we can share our experiences with you through film we can repeat the meeting we held here the other day as part of a teacher Institute we held in our instructional material Center our Center serves about 150 schools here we offer to all our school Personnel the usual resource materials include periodicals and curriculum materials films film strips Maps charts and globes tapes and Records learning programs various kinds of models and of course the equipment for using AV materials School Personnel who used the center and helped to direct it include teachers attendant audiovisual directors our curriculum coordinator and our supervising librarian to help prepare our session on film usage I had the help of one of our most enthusiastic AV directors think I have all the film clips that were requested for the meeting Jack oh fine I'm glad we're stressing film usage Ed you wouldn't be prejudiced for films now would you you know I am say here's something that'll interest you it's a recent study of an instructional material Center done by a survey team at your old alma mater read it this committee believes most audiovisual experts agree that the film Library especially on the county level is the heart of any instructional material Center an adequate collection of films properly used is basic to a educational program today well that's what I've been preaching for years You Know Jack it's time we realize that educational films have come of age Ed was right at the meeting we set up we stressed film usage and IID asked various teachers to give examples of film use in the classroom now let me show you what happened I'd like to present Miss balding primary teacher at Lincoln School who will tell us about using language arts films in the primary grades Miss baling thank you I'm not going to make a speech but I have a few excerpts from films and I'll talk about them I use many primary films that are designed to provide a background for reading and expression ready for developing reading skills we often begin with material they know for kindergarten or first grade I might start with a favorite story such as Goldilocks and the Three Bears relating words to images such as these can make reading an exciting Adventure the children relate quickly to familiar friends such as baby bear or mama bear from the makeb believe House of the Three Bears we might go to a more realistic story such as the Ugly Duck in film we can share the trials and Triumph of the ugly duckling together can you purrr said the cat no said the ugly duckling no said the ugly duckling and he felt quite useless when we have EXP exp erien the whole story and have actually seen the transformation of the duckling from this into this I get enthusiastic response in oral expression as my youngsters retell the story for vocabulary building for developing word meanings I use films designed for the purpose can you think of a better way to introduce a new word or to reinforce the meaning of a familiar word in another context appealing stories in film motivate language arts activities easily and effectively in addition to a Charming story line many well-designed primary films include carefully builtin science Concepts such as parental care of the young obtaining food in the physical world we have films that introduce us to the sea to the wind or to the changing seasons and these are only a few examples of the use of film at the primary level Mrs Palmer will tell you about the use of film in social studies at the intermediate level thank you m Bing I'd like to use some examples of film to illustrate learning about people people of our world today people of the world of yesterday now of course we use books still pictures Maps magazines but I know of no better way to bring living people into my classroom than by the use of film please we can go to a camel Market of the North African desert to learn about life in a hot dry land we can go on a trapping trip with our Eskimo friends to learn about life in a cold land we can ride with the goutos of the Argentine Pampers to watch the fast action of a Roundup as we learn about life in a grassland or we can glide in a canoe along the banks of the Amazon River as we learn about life in a hot wet rainforest but films bring us more than pictures of people they bring us experience by a process of identification films evoke participation in the happenings on the screen or in Japan we can help mishiko with the rice Harvest different films bring us close to Farmers in many lands of the world films bring us close to factory workers in different lands of the world but whether we're learning about herdsmen in New Zealand or in Peru or merchants in France or in Morocco where learning about people people earning a living changing from old ways to new methods going to school all of these lands and peoples are part of our world the complex changing World in which our children are growing up today films can help prepare our children to take their place in the world of today and of Tomorrow of course the world of yesterday is part of social studies too Mr Reinhardt is going to tell us more about films for history thank you Mrs Palmer in the intermediate grades I've used films that were especially rich in mood in flavor and action in such films children can readily go back in time and identify with people of the past with young Abe Lincoln Learning to ride in Indiana or with an unknown boy making a Pioneer Journey to the Oregon Country your youngsters can take part in history historic events they can Sail on the Mayflower to the shores of the new world and celebrate with the pilgrims the first Thanksgiving in America or we can relive another exciting event As Told by Longfellow the drama of the midnight ride of Paul [Music] River and low as he looks on the bel's height a glimmer and then a gleam of light he Springs to the saddle the bridal he turns but lingers and gazes till full on his sight a second lamp in the belfrey burns a hurry of hoofs in a village Street a sheep in the Moonlight a bulk in the dark and beneath from the pebbles in passing a spark struck out by a steed flying fearless and Fleet that was all and yet through the gloom and the light the fate of a nation was riding that night yes the fate of a nation was riding that night and when you put this living history this pageant of America into your classroom and as you trace the growth of the nation you'll be using a larger canvas another dimension to bring your young people the heritage of America that Dimension is film now for world history at the high school level we can use more sophisticated films films designed to bring life and meaning to cultures other than our own in such films we see not only authentic costumes and accurate stagings of people such as these Romans but we see them in the original locations in a restored Roman for on the ramp parts of the empire in Germany film brings to life the great figures of History Charlamagne the emperor will reign again and film canot only recreate it can report reality probably most of us have seen pictures of this famous pyramid in Mexico but only film can recreate the ancient Aztec Dancers and pyramid together in a living Rel religious ceremony only film can employ such techniques in the teaching of History thank you Bill now I'd like to touch briefly on three more areas art music and literature my point is that today there are films designed for just about everything you have to teach now I'd like to show you three short excerpts and will'll let the examples speak for themselves a music film an art film and a literature film this film biography of Beethoven interprets his music in terms of The composer's Life and [Music] Times but Beethoven's music reflects far more than the classic tradition of the 18th century for this century was also a time of change the spirit of the French Revolution had surged across Europe the common people were fighting for democracy they were struggling for new ideals of freedom and Brotherhood these ideals influenced Beethoven his third Symphony the or heroic Symphony reflects the drama of the revolutionary period Beethoven dedicated the symphony to the great French hero Napoleon bonapart Who Rose to power out of the Revolution bethoven probably thought that Napoleon would preserve the Liberties of the French people when Napoleon became dictator instead Beethoven denounced him some people believe that the real hero of of the heroa is Beethoven himself and now another film another famous face this is a self-portrait of Leonardo da Vinci let's listen to the narrator analyzing certain aspects of Leonardo's art so hands in this painting as in many of Leonardo's Works do much to point up the expressiveness and drama of the scene graceful expressive hands add to the beauty of one of the world's most famous paintings the monaa by Leonardo in this haunting portrait in the collection of the Lou Museum in Paris Leonardo seems to have captured the lady's very personality is she beginning to smile or is is she recalling to herself a past moment of beauty and tenderness we shall never be certain and now let's move from this portrait in the history of art to the living portrait of an American Author Mr Twain did you and the other boys in Hannibal really want to be steamboatmen oh yes boy after boy managed to get on the river by and by I ran away too I said I would never come home home again till I was a pilot and could come in glory I love that profession far better than any I followed since and I took a measureless pride in it Mark Twain's experiences as a steamboat pilot are reflected in some of his many books books your classes will be motivated to read after meeting the author in film films in these categories music art literature can be very rich emotionally but they can be built on sound pedagogy too for example in the Leonardo film that was the original monola you saw as it hangs in the L the Mark Twain film was made in Twain's own home in Hartford and every word the actor speaks is from Mark Twain's writings so you see in the modern instructional film you're getting a product care carefully designed for you a tool that expands your teaching potential I think our av director of District 41 would agree wouldn't you Mr Schuman yes I would Jack Mr Schuman has some science and math examples to show us all yours Ed thank you very much well you know as an AV director I'm constantly reminding our film users that there are films for their particular grade level for their particular area and for their particular purpose now let's see if I can illustrate that with some science examples probably the symbol for the Space Age we live in is this I thought you'd be expecting it so I'll show it [Music] first of course Rockets and satellites are important and exciting but to prepare our young people for an increasingly complex and Technical world we have to begin to lay a groundwork in Science and Mathematics very early in this primary film the children are counting pennies and experiencing a basic concept in mathematics place value the concept of place value can be reinforced perhaps as a review at the intermediate level and it can be introduced again at higher levels with the binary system for example where binary arithmetic may be related to the function of the computer films can show mathematical relationships quickly and graphically as in this example of congruency or in this example illustrating the derivation of the formula for the area of a triangle the same Concepts in math of course carry over into the physical sciences calculating Vector forces for example concepts of force and motion can be developed as early as the primary grades with science films designed for that level to present difficult Concepts such as the structure of the atom and nuclear energy the special techniques that only film can employ are a must for today's classroom and so whether it's one for intermediate science or one in space for general science or one for high school physics the point is that such special techniques are built into films correlated for your particular curriculum and grade level now a little more about these techniques such as animation time lapse photomicrography and so on properly used they're extremely effective of course without animation it would be impossible to show the movement of ions in a solution during electrolysis or the movement of molecules through the human kidney without photomicrography it would be impossible to show living bacteria or the movement of chloroplasts in a living Leaf without time it would be impossible to watch the these flowers open or this grasshopper emerge in a few seconds without C fluoroscopy we couldn't show food actually being swallowed or the living human heart but let's remember remember that all these spectacular techniques are only a means to an end that end is the total meaning that is conveyed to your students so films can bring together many elements in a single presentation films can reinforce and supplement your teaching and they can save you valuable time for example this looks fairly simple doesn't it yet how long would it take you to set up the boy behind the glass get the necessary materials and practice your artwork here too the setup is not very complex these glass cubes and Bell jar are standard equipment but this demonstration of air pressure does take time to prepare the film saves you that preparation time yet preserves every important step of the performance could you predict exactly when the glass cubes will break with film you can do it every time and have your class alerted and interested now watch closely as the air pressure around the cubes becomes much less than the air pressure inside the [Music] cubes a chemistry teacher might perform this experiment the melting of sodium chloride tap table salt but what you're seeing here in a few moments took 8 hours to set up and film the temperature required to melt the salt is 800° Centigrade so you see a science film may show the same demonstration as science teacher could do but it can also add elements beyond the demonstrator such as these intervals being added photographically a science teacher might use this ball in the classroom but it's not easy to drop a ball from a Tower 200 ft High except in film not only can we drop the ball we can mark the distance intervals and see the acceleration to see how a similar experiment might have been performed film can take us to the Leaning Tower of Pisa in Galileo's time and then to gain more understanding of the scientific method that underlies all experimentation we might want to see Great Men of the history of science Aristotle for example the father of the scientific method teaching his students and so from Aristotle's Outdoor School 2,000 years ago to This research laboratory today films can compress space and time to help you teach teach science now I'd like each of you to ask yourself do you think you can meet the requirements of your curriculum without the use of film thank you well Ed ended his presentation but that wasn't the end of our meeting I helped Ed answer questions and we soon got into a lively discussion on film usage in other areas guidance physical education and teacher training so what I've shown you is a short version of our meeting on film usage but that's why I used film to do it it compresses time of course as you've seen by now film can do much more than that here is an educational tool that is not only one of the most powerful ever devised it's been tried it's been tested and it's effective the educational film has come of age it offers New Dimensions in teaching and is playing a major role in achieving the high goals we have set for American Education so are you sold educational films are your best educational value um yeah that is someone put it in the comments that is a infomercial for Coronet um glorious film um maybe one day I could do a whole show of just the films that are talking about how great educational films are um no I they're all long they're all at least you know 30 minutes long none of them are short brief things like films are great we love them um yeah beautiful color too holy cow I love that I um we occasionally when we're going through in scanning we get these batches where uh these are called These are in boxes that they call preview films so what they would do is they would make the films and then they would be lent out to schools and libraries uh as a way for them to determine whether or not that film was appropriate for their lesson plans so that they could buy it and as I said before um I would sometimes run across preview prints in school archives that I that I acquired and realized that yeah they got those films and then they didn't return them so um I'm sure they got a lot of angry letters from cornette or from whoever uh but some of those those preview films were never shown or never run through a projector they're just beautiful so I'm happy that we've run across some of those periodically we do a lot of them we get are just just like the ones in in our collection that they were run through a bunch of projectors they're dirty they're scratched Etc um oh well it's the nature of the Beast thanks for tuning in today very much appreciate your eyeballs and your comments and um yeah so nice out uh I'm going to have to go to storage units which are underground or there's no sunlight and uh Shel some films and pull some films and do all sorts of things related to um yeah we have to pull them off of shelves or out of boxes and then we have to put them back that's what we do all day long every day boom boom boom anyways thanks again if you like what you saw hit the thumbs up if you haven't subscribed yet we'd love the subscription because that seems to correlate to uh the visibility of our channel to other people and we would love that uh also those thumbs up help uh you can also donate via the super super thanks button via ko-fi.com avgeeks or patreon.com avgeeks those are uh paying for the rental of the storage units I had just talked about so there you go thanks again oh and I did post uh the film that was chosen by the audience at the Alamo on Tuesday but just did not run through the projector very well uh it was what would skip do I showed it on this channel a long time ago uh but uh it's great it's not I'm not in it but I'm in it it is a a kid very much like me uh with freckles he's a little bit older than me cuz it came out in ' 68 and I was only two in 1968 but um it's on the YouTube channel along with all these other things so thanks again for watching and we will see you soon take care everybody