{"schema":"record/v1","id":"art_01M5MVHT2XQY1252SXY691E59X","type":"article","revision":1,"etag":"\"r1.s0\"","title":"What limits or failure modes of animated educational film does Lutz (1920, ch. XI) name, and which obvious ones does he not name?","summary":"Named limits are about means, not about viewers: the medium shows only in monochrome or simple outlines; colouring by hand is tedious and costly; existing colour processes lack some natural colours (from his own observation); refined stories need better drawing and figure skill; and some subject matter cannot be photographed, so diagrams must be substituted. He also states the premise 'all brains function in a similar way' as an assumption behind his case. He does not name comprehension failures (overload, speed, misread titles), cost figures for educational films, audience testing or teacher uptake: in Lutz's text of chapter XI the stems fail, mistake, confus*, overload, test, audience, attention, memory and retain have 0 hits (bounded scan).","status":"active","body":{"text":"Named limits are about means, not about viewers: the medium shows only in monochrome or simple outlines; colouring by hand is tedious and costly; existing colour processes lack some natural colours (from his own observation); refined stories need better drawing and figure skill; and some subject matter cannot be photographed, so diagrams must be substituted. He also states the premise 'all brains function in a similar way' as an assumption behind his case. 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