Science film studies people Communication Studies scholars even folkloreists. So this will be particularly interdisciplinary. For reasons that should by now be obvious. The topic is interdisciplinary. So in particular were going to return to this question. Right. What are the relations between art science and entertainment and culture in cinema . How do they reinforce one another in these particular contexts . Were going to see the movement of people the same people across institutions right across media forms and across science. So its all going to be kind of blending together. And also Science Education obviously in Science Education what students are taught depends on what the state of the art knowledge is for that period so we have to consider. What is the scientific and Technical Knowledge but really to understand this historically we have to understand how Science Education is both a product and a driver of culture and what i mean by that is that any form of Science Education is going to incorporate attitudes and approaches towards both education and science that are kind of predominant at the time. So before we move way back to the 1950s not that long ago, but i wanted to kind of unpack some assumptions that you might have when i say science on tv. So some of you are probably old enough to remember either seeing the first time or watching and rerun bill nye the science guy. Right bill nye bill nyes kind of the this generations predominant tv signs educator, right . He wears the white coat in this case, its blue. So im already contradicting myself, but and he does interactive science experiments, very enthusiastic. He himself as a scientist, right . Or you remember someone like sheldon from the big bang, right the the science sitcom is another model, or maybe i didnt put it up here because i thought i would make me sound really old things like er or numbers right er the medical doctors numbers the mathematician working with his brother. So these are kind of contemporary genres and images we have of what science on tv is but really to understand whats going on in the 1950s, you have to back up because tv was new media particularly for education. So tv was to education then what Something Like the internet or moocs or Online Education is to education now, right . Its this brave new frontier. Its not so new. Its really comes out of the use of 16 millimeter film in classrooms, which is something that weve already talked a little bit about for the 20s and 30s, but moving that discussion forward whats going on in the 50s is a real massive expansion of the use of 16 millimeter film in classrooms, and thats driven in part by technology. So you see a picture there of the kodak pageant projector. The pageant projector was a new projector that kodak invented it was lighter. It was more portable. It was easier to thread the film didnt burn. Always good when i when a School System invests in it, although the film did sometimes burn but it was advertised as not burning. Um this new new version of classroom really sort of fostered. The expansion of the educational Film Industry so film historian Jeff Alexander in his book films you saw in school. Estimates that there were approximately a hundred thousand or so give or take films that were made in this period and they were made by largely by educational film companies. So these would be Companies Like coronets archer. Were going to see archer today when we watch duck and cover even Encyclopedia Britannica again, just to kind of capture the new media idea. That a encyclopedia producer would be branching out into classroom film kind of captures the enthusiasm and the expansion of this as a technology in the classroom. So anytime that a new technology is introduced into a classroom. I mean, maybe this didnt happen when teachers had their pointers, right . But anytime that a new technology is introduced in the in particularly in the postwar period theres a little bit of handwringing that goes on so you see the appearance in the 1950s of a series of books. One this one particular television and education the us written by dr. Charles siteman who is credentialed both in the school of education and the department of communication and he asks the question to which the obvious answers. Yes, right. Can it be the education in our time is suffering a sea change but the use of the verb suffering is kind of instructive right . Because theyre really not sure and his next question is what is excellence in kind of classroom film and video instruction and just as importantly how is it absorbed so really kind of focusing not just on the production of the knowledge but on the consumption the learning learning as we would call it. So some hand ringing is to be expected. But theres also a lot of enthusiasm so the fcc commissioner in 1951 frida. Honeck published a piece in variety, which is a sort of trade magazine for for hollywood and performing arts in which she articulated her vision for television in education television. She said is one of the greatest forces america has ever known for education. But she too then asked to kind of hedge question. She says are we going to let this genie serve as an unvarying diet of Horror Stories and cowboy daring do ie. Are we going to let hollywood take it over . Or can we somehow harness the genie to perform wonders of public enlightenment unequaled since the days of the renaissance, right . So again, you have to be kind of picturing. This is what theyre seeing another renaissance another enlightenment in television, which something that today is pretty mundane. Pretty much a part of our everyday life. So part of where that enthusiasm is coming from is the very Successful Use of film in wartime context particularly for propaganda and newsreels. So, let me talk a little bit about newsreels first newsreels were shorts that were shown before movies people like them so much that they even eventually developed dedicated newsreel theater. She could go to a theater just to watch one after another newsreel in big cities like new york and la and in 1948 newsreels became a Television Program nbc launched a 10 minute so not a long one but a 10 minute tv program called camel newsreel theater. So Something Like maybe the first cnn except its not running 24 hours. Its running every you know, 10 minutes every once in a while. So newsreels were very popular. Propaganda films like why we fight so why we fight was a film that was made during World War Two by frank capra who aria had some army experience, but joined back up after the bombings of pearl harbor and was immediately grabbed by his Commanding Officers because by that point he was an Oscarwinning Hollywood director, right . So he had some he had some incentive to be used in this way rather than than at the front. And so his Commanding Officer recruited him to do what he called and im quoting now. Documented factual information films that will explain to our boys in the army the principles for which we are fighting. So kind of invoking the documentary ethos, but clearly meant to persuade right and thats what the line is between documentary and propaganda and capra himself in reflections on this talked about how his approach to this was framed as an answer to lenny reef installs triumph of the will which is considered to be one of one of the best if not the best best in quotes propaganda films right of of all time. So theyve had a lot of success with with the use of film for a conveying information for persuading for convincing. Of course, they would think that it would have more applications in the classroom, but this became even more urgent in the context of the dropping of atomic bombs on hiroshima and nagasaki in japan and the real escalation of what several people have called the Nuclear Culture or the nuclear future. Right. So this nuclear future. On the one hand right everyone knew about this everyone knew that this ended the war that it was a massive loss of loss of life, right . It was a very grim dark scene. So thats kind of the dark atomic culture. The thought was that in the postwar period really harnessing Nuclear Energy for positive uses. So eisenhower gave a speech in 1953 that became known in retrospect as the adams for peace speech and this became a kind of a Propaganda Campaign for the peaceful uses of Atomic Energy peaceful uses of Atomic Energy would include reactors for generating energy, but also things like radioisotopes so using the reactors to create radioisotopes that then become medical tracers, so thats why you have in the logo that eventually gets right made the medical icon too right medicine science engineering agriculture. Its all going to be a part of our nuclear future. Just in case the speech and those methods of persuasion didnt work. They also developed a series of traveling museum exhibits. So they would put them thats a Atomic Energy commission sponsored exhibit adams for peace that traveled around so itd be very likely if you were a School Elementary or middle School Student and you went to a Natural History or a Science Museum in the 50s that you would see one of these and they would have things like radioactive frogs frogs that had been injected with radio isotopes and students could handle geiger counters and sort of put them over the frogs and it would start clicking right so some of the First Interactive exhibits were undertaken in the context of this adams for peace exhibit. And thats a good example of museums as a medium reinforcing other mediums, right . Museums trying to become new just like film is trying to become new on television. So the goal of adams for peace we find out from looking at behind the scenes documents because it wouldnt be marketed this way in public was a kind of emotional management of the tensions that are involved in the Nuclear Culture. So the tension being on the one hand escalating nuclear armament, thats kind of the the hallmark of the cold war period but on the other hand homefront uses of Atomic Energy that they want to kind of spin as particularly harmless that they want to domesticate. So educating civilians and a particular educating children became a high priority. So bo jacobs talks about how this generation was the first generation that learned to live in a Nuclear World and you can see here. This is a quote from one of the folks at the Indian Indian springs school in nevada, which is next to an air force base, right . Its a tworoom school and theyre not being taught to deck and cover but duck and i guess hold one another this is on the cover of colliers magazine and the the person from the school is boasting that they learned how to spell adam and bomb before they learned to spell mother. Um, just to kind of imagine that shift right in learning those words that had much bigger cultural and social meaning and were certainly much scarier than the word mother. So the federal government was interested in educating a lot of civilians, but in particular a lot of children. In the procedures of Civil Defense in what are the actual threats of an atomic attack . What would it look like and so they devised this film . Called duck and cover. So what were going to do here is wash a small clip of the introduction to deck and cover featuring the theme song. Still dont know there was a terrible by the name of bird and the third one here when they just wouldnt give me never got him even just what he did what we all must learn to do you and you and you be sure in the member what bert the turtle just did friends because every one of us must remember do the same thing. Thats what this film is all about. That and cover. This is an official Civil Defense film produced in cooperation with the federal Civil Defense administration and in consultation with the Safety Commission of the National Education association produced by freedom oh its gonna go again. All right, because if it goes again gonna want to sing arent you . All right, so what do you notice about that introduction a couple of things so i i played through the the song so that i could talk a little bit about the ways in which the production values of this that both the content and the production values were framed by interactions between lots of different kinds of artists and and those who are interested in conveying the actual information. So those who are interested in conveying the actual information, right the federal Civil Defense authority or association right cited there School Safety organization from the National Education of associate National Educational association, right . So Government People collaborating with school teachers. Collaborating with fairly high quality talent that was recruited by the producers at archer film. So the film was written by ray meyer and directed by Anthony Rizzo and the jingle was written afterwards. It didnt initially start with a jingle. The jingle was written afterwards by the same team that advised see the usa in a chevrolet. Thats so that slogan when it resonate for your generation, but if you watch mad men, i think the sort of the advertising culture that produced these slogans that became a part of massive Advertising Campaigns and even in the case of the chevrolet slogan became a hit for a pop singer named dinah shore, right . So theres crossover here. So its a very upbeat and positive song. Its very memorable. We have female voices and male voices. The goal of this film bo jacobs talks about in his article atomic kids is to teach children how to survive an atomic attack by themselves. Thats important, right because part of whats going on here, theres two parts to whats going on here on the one hand. You have to inform children what it is. Theyre actually seeing if they see in a nuclear attack. So you see a kind of im going to talk about this as kind of domesticating but bo jacob says making the threat normative right . Something is scary as an atomic attack. You cannot show film of two children, right because its too horrifying. So instead using the medium of animation they portray the the bright light, right . Thats the lightest described as a bright flash brighter than the sun. Right, and then it transitions into the animation where clearly the atomic bomb is and the narrator is saying this in very calm tones smashing through buildings, right causing wind causing a burn worse than your worst sunburn right . So these are all ways to kind of take this knowledge and convey it but in a way that maybe children would understand and and would be a part of their part of their world now the other side is not just conveying what it is that youre actually seeing knowing that youre that youre doing this or that youre being a part of this but what to do. So the narrative there also takes a kind of domestication tone. Right and it talks about responding to a bomb is not unlike responding to a fire right or an automobile accident, right . These are all things that could happen in your daily life just add atomic bomb to the list right and come up with a plan for responding. So this kind of domestication through both the use of animation as a technology and the narrative of the film is one of the the hallmarks. The other thing that jacobs talks about is the way in which this film acknowledges and now were kind of transitioning to attitudes towards education, right . So the idea that you would have to respond as a child by yourself to an atomic bomb rather than through a teacher or some Authority Figure right is a real shift. Its a shift in traditional social roles that is really part and parcel of the new atomic world, right . So what the film does is they assure children that grownups will be around. So im quoting from the film. Now older people will help us by the way. Its a adult narrator pretending to be a child, right . Older people will help us like they always do but there might not be any grownups around when the atomic bomb explodes. Then youre on your own. Right so they can help you get across the street. They can help you find a shelter. But in that moment, what are you going to do to respond . And so really kind of trying to heighten the alert of the children when youre on your own be aware of of when this is when this is happening so places like you can see the girl carrying against the School Building wall, right . It could happen in the schoolyard. Could happen when youre writing your bike in the neighborhood. Its timmy or tony. I can never remember his name is writing his bike. Heely drops his bike right and covers. So jacobs talks about how in order to achieve these new social roles really what the film has to do is make some traditionally idyllic childhood spaces kind of scary. Right if youre in the schoolyard or writing your bike or right an atomic bomb could fall. So he says this is sort of the dark side of cold war Science Education. This is a movie that