AUDIO-VISUAL DEVICES 67

 3. Draw practical application from the scenes of the
 film.
 E. For your use keep a record of each film. Ask yourself
 these questions:
 1. Was it suitable for the unit?
 2. Was the content clear and specific?
 3. What is its proper lesson use-as an overview, intro-
 duction to unit, development of unit or review?
 4. What were the weak and strong points of the show-
 ing?
 File the answers to the above questions for your information
regarding each film. They will be useful in recommending it
for future use in the same and related units. This evaluation
will also lend itself to the general improvement of the whole pro-
gram. The alert science teacher will keep informed on the new
audio-visual aids by reading professional magazines such as the
Journal of the Florida Education Association, Journal of the
National Education Association, Educational Screen, and
School Life.
 Good teaching with films is best done by classroom showing.
In a number of Florida schools this is done by using portable
dark curtains. These are of several types adapted to various
windows. Dark shades on permanent rollers, or draped curtains
of black cloth, are used where permanence is preferred in the
installation.
 The problem of ventilation is minimized if the classroom
showing is brief-ten to fifteen minutes-with windows opened
for the discussions.
 Administrators may feel that a projection room for use by
the entire school is satisfactory. Classroom showings, however,
have the following advantages over projection rooms:
 1. The film may be more closely integrated with the class-
 room activities of a lesson, such as experiments, bulletins,
 and the like.
 2. The learning situation is more normal in the classroom.
 3. Time is saved since no movement of classes is involved.