r epor t resumes - eric · david p. ausubel. 13. television for the preschool child lester f. beck....

R EPOR T RESUMESED 013 835MEDIA AND THE EDUCATION OF THE DISADVANTAGED.

SY-. SMITH, RICHARD W. AND OTHERS

NATIONAL EDUCATION ASSN., WASHINGTON/ D.C.

EORS PRICE MF.-$0.50 HC-$2.88 72F.

UD 001 584

PUB DATE JAN 65

DESCRIPTORS-. *DISADVANTAGED YOUTH, EDUCATION, *AUDIOVISUAL

AIDS, *AUDIOVISUAL INSTRUCTION, PRESCHOOL PROGRAMS,

KINDERGARTEN, DROPOUTS, NON ENGLISH SPEAKING, MIGRANT

CHILDREN, AMERICAN INDIANS, EDUCATIONAL TELEVISION, CREATIVE

TEACHING, AUDIOVISUAL CENTERS, ACTION PROGRAMS (COMMUNITY),

URBAN AREAS, ENRICHMENT PROGRAMS, TAPE RECORDERS, PEACE

CORPS, NEIGHBORHOOD sHeyw

THE CONTENTS OF THIS JOURNAL ISSUE OF "AUDIOVISUAL

INSTRUCTION," VOLUME 10, NUMBER 1, JANUARY 1965, ARE DEVOTED

TO WAYS OF INSTRUCTING THE SOCIALLY DISADVANTAGED CHILD

THROUGH MORE EFFECTIVE USE. CF MATERIALS. SOME OF THE ARTICLES

BRIEFLY DISCUSS THE USE OF AUDIOVISUAL INSTRUCTION IN

PRESCHCOL AND KINDERGARTEN PROGRAMS, IN A PEACE CORPS

PROJECT, AND IN PROGRAMS FOR APPALACHIANS, DROPOUTS,

MIGRANTS, INDIANS, AND NOWENGLISH SPEAKING AND BILINGUAL

CHILDREN. OTHERS REPORT ON PROGRAMS IN NEW YORK CITY,

MILWAUKEE, SAN DIEGO, DETROIT, AND CHICAGO. USE CF TELEVISION

AND ELECTRONICS, THE "NEIGHBORHXD SHOW," CREATIVE TEACHING,

AND ACTION PROGRAMS TO TEACH THE SOCIALLY DISADVANTAGED ARE

SUBJECTS OF OTHER ARTICLES. A DISCUSSION CF CURRENT

AUDIOVISUAL LITERATURE AND AN INDEX OF REVIEWS OF MATERIALS

ARE ALSO PRESENTED. (MR)

IANHAR1

U.S. DEPARTMENT OF HEALTH, EDUCATION Si WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT

NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

fI to help improveinstruction throughthe more effectiveuse of materials."

EDITORIAL STAFF

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MANAGING EDITOR Carol Bluford

IIDITORIAL ASSISTANT With' !mina A. Spalding

ART DIRECTOR Carol Crosby

CIRCULATION MANAGER Florence Ih-Chi Fan

MATERIALS AND EQUIPMENT

Robert H. Burgert and William H. King

LOOKING AT NEW LITERATURE

Edward T. Schofield

INDEX OF AUDIOVISUAL REVIEWS

Betty Stoops

ADVERTISING SALES

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AUDIOVISUAL INSTRUCTION ispublished monthly except July andAugust by the Department ofAudiovisual Instruction of the Na-tional Education Association of theUnited States, 1201 16th Street,N.W., Washington 36, D.C. AUDIO-VISUAL INSTRUCTION goes to allmembers of the: Department; mem-bership dues including AUDIOVIS-UAL INSTRUCTION, $7 ($2 ofwhich goes to AUDIOVISUAL IN-STRUCTION); Single copies ofAUDIOVISUAL INSTRUCTION, 75cents, annual subscription, $5.Second class postage paid at Wash-ington, D.C. Copyright 1964, De-partment of Audiovisual Instruc-tion, NEA. All articles are con-tributed.

VOL. 10, NO. 1 January 1965

AUDIO INSTRUCTION

Contents8 Media and Education of the Disadvantaged: A Rationale

Richard W. Smith and A. W. VanderMeer10 The Effects of Cultural Deprivation on Learning Patterns

David P. Ausubel13 Television for the Preschool Child Lester F. Beck14 Helping the Child Who Doesn't Make the Grad*

Samuel Cohen18 Prince Edward County Wilbert D. Edgerton24 Listening Centers in the Kindergarten

Lassar G. Gotkin and Fay Fondiller27 The Peace Corps ETV Project in Colombia John R, Winnie30 Action Programs for the Culturally Disadvantaged30 Creative Teaching of the Culturally Disadvantaged

F. Ward Brunson31 Electronic Teaching for School Dropouts Daniel W. Behnke32 "The Neighborhood Show" Robert D. Smith33 Audiovisual Aids in Appalachia

James E. Moore and Estill Davidson34 Teaching Students from Bilingual or Non-English

Speaking Homes Iris Mulvaney35 Environment-Enrichment Program in Pennsylvania

Henry W. Ray36 Audiovisual Education for the Migrant Child

Cassandra Stockburger37 Teaching the "Big City" to the Migrant Child

Alfred M. Potts, II38 Indian Materials Center Hildegard Thompson40 Program Reports From Large Cities40 New York City Report Edward G. Bernard41 Milwaukee Report Gerard P. Farley42 San [''ago Report Robert A. Bennett43 Detroit Report Peter Golej45 Chicago Report Helen P. Bradley46 Economic Opportunity Act of 1964 Thomas J. McLernon49 Communicating Guidance Information to Specialty

Oriented StudentsKenneth B. Hoyt and Lee W. Cochran

56 Audiovisual Materials and the Dropout ProblemMildred H. Nixon and Raymond J. Blake

82 DAVI Features Its Own at Milwaukee Convention

EDITORIAL COMMENT84 Labels, People, & Things

DEPARTMENTS3 Clips5 Professional Placement

60 Looking at New Literature64 Index of Audiovisual Reviews80 About the Authors81 Advertisers Index

Anna L. Hver"MISSION TO REPRODUCE THISCOPYM6IITED MATERIAL HAS BEEN GRANTED

IY ht 1/AV LeljfrA 214 Ate.,TO MK AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH ME U.S. OFFICE

EDUCATION. HITHER REPRODUCTION 0

THE ERIC SYSTEM REQUIRES PERMISSION Of

NE COPYMMIT OWNER."EDITORIAL BOARD. John Barson. Robert Bauman. aut.& st AJCLACIAML.OWNER

Bergeson, Elizabeth Sloss, Fred Branscombe, Lee E. Campion, Lida M. Cochran,Dorothy H. Currie, George W. Forbes, Fto:,. A. Frye, Robert Gerletti, John Hedges,George Ingham, Elmer N. Moe, Gerald R. Reed, John T. Sewell. Carolyn I.Whitenack.

DAVI EXECUTIVE COMMITTEE: Mendel Sherman, President; Donald P. Ely,President Elect; Robert 0. Hall, Vice-President; William H. Allen, PastPresident; Vernon S. Gerlach; William G. Gnaedinger; Robert W. Wagner;Raymond Wyman.EDITORIAL ADVISORY BOARD. David P. Barnard, Wisconsin; Robert Bauman,Minnesota; Edward Clark, Ohio; Glen L. Crum, Washington; Amo De Bernard's,Oregon; earl Dible, California; Wendell Eckholm, Arizona; George W. Forbes,New York; W. R. Fulton, Oklshoraa; Carolyn Gum, Indiana; Frederick M. Leh-man, Long Island; Charles E. Foster, Florida; Kenneth McIntyre, North Carolina;Pierce I. Patterson, California; Lewis Saks, Michigan; David Silverstone, Con-necticut; Beatrice S. Simmons, Illinois; Pauline Smith, Georgia; Pinkus Sugar-man, New York; Ernest Tiemann, Texas; Ronald M. Uhl, Maryland; Hugh Mc-Keegan, Pennsylvania.

8

MEDIA AND EDUCATIONOF THE DISADVANTAGED:

A RATIONALERichard W. Smith and A. W. Vander Meer

Any rationale is likely to begin with a definition of terms. The primary question to beanswered in considering media and the disadvantaged is, therefore, who is disadvantaged?A naïve answer would be, a member of a particular ethnic minority group, or the slowlearner, or a resident of a certain area in a metropolis. Such an answer, of course, wouldbe a prototype not only of naïveté but also of categorical thinking, for although the dis-advantaged may fit in all of these categories, classification in these categories is not tanta-mount to classification as disadvantaged. There are some culturally disadvantaged livingin nearly every community, and there are some who belong to nearly every ethnic group.Also, the disadvantaged are not necessarily lacking in intelligencesome are of superiorintelligence.

A second question in the rationale of media for the disadvantaged is, what can we rea-sonably hope media to do? It should be recognized at the outset that the aim of media inthis connection is identical to the aim of media in any other educational context; namely, toensure the highest probability that each individual will achieve to the maximum of his capa-bilities. The disadvantaged are not, it should be noted, all doomed; many have risen and manymore will rise from the slum ghetto to success and even to well-deserved fame. The aim ofmedia is to increase the chances that more will do so. The fact that any can overcome thehardships and deprivations of a slum environment should be sufficient to stop us if we aretempted to prejudge these people. All who are poor and ghettoized are not alikethey rangeenormously in abilities and attitudes.

A final question in the rationale is, who are the advantaged and what is their role in allthis? It is easy to make the assumption that if adequate job training is provided, the disad-vantaged will find an open door to opportunities that will permit them to join the ranksof the advantaged. The fact is that all too many doors are already being closed to membersof racial minorities on grounds that can at best be discarded as irrelevant and, at worst, asimmoral. Media for the disadvantaged is only one part of the equation; there is also need

AUDIOVISUAL INSTRUCTIONJanuary 1965

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for change in the advantaged to which media can contribute. One without the other will beless than completely effective.

Specifically, then, what is required of media for the disadvantaged? Probably the firstrequirement is that of validitythe quality of suitability for the specific learner group andfor the situation being portrayed, including both direct and incidental features. For example,it should be obvious that if the media utilizes print, the print must be intelligible to thelearner. Furthermore, it must be reasonably compelling from an external point of view.It should be aimed at developing a continuing interest in learning, and at enhancing thelearner's ability and skill in learning from print and other media.

The content of media for the disadvantaged is crucial. Jerome Bruner, in Process ofEducation (Harvard University Press, 1960) maintains that the underlying principles thatgive structure to a subject should be given primary importance in teaching that subject.Specific topics and skills should evolve from this broader understanding. Such a methodof teaching should equip the student to continue to learn within the general frameworkhe has acquired, create interest in the subject as an on-going experience, and enhance re-tention of material.

Perhaps the most important point in content validity is that of incidental content validity.It is here that the local director or building coordinator plays a crucial role. He is in a keyposition to point out the shortcomings in existing materials and to reinforce their strongpoints. He must look at the content of materials with a critical eye. Are United Statesgeography films which show no Negroes valid as instructional materials? Do math problemswhich have sample problems showing the purchase of farms belong in classes in urbanareas? Should materials in the sciences emphasize the oneness of man?

In conclusion, the change that is possible for the culturally disadvantaged is related tothe change that is necessary for the advantaged. Media must reflect the whole culture fromwhich they emerge, or they are as harmful to the advantaged as to the disadvantaged.


The Effects of Cultural Deprivationon Learning Patterns

David P. Ausubel

The distinctive learning patterns of the culturally de-prived child are a reflection of selective retardation

in his intellectual development. In considering, therefore,how the learning of the disadvantaged differs from thatof other children, and what implications this has forthe use of instructional materials, we must examine theselective effects of environmental deprivation on thedevelopment of intelligence and the extent to which sucheffects are both reversible and irreversible.

Cultural Deprivation and Intellectual Development

Neither the contribution of the cultural environmentto intellectual development nor the modifiability of chil-dren's relative intellectual ability as measured by intelli-gence tests is seriously disputed any longer. Whateverthe individual's genic potentialities are, cognitive devel-opment occurs largely in response to a variable rangeof stimulation requiring incorporation, accommodation,adjustment, and reconciliation. The more variable theenvironment to which individuals are exposed, the higheris the resulting level of effective stimulation. Character-istic of the culturally deprived environment, however, isa restricted range and a less adequate and systematicordering of stimulation sequences. The effects of thisrestricted environment include poor perceptual discrimi-nation skills; inability to use adults as sources of in-formation, correction, and reality testing, and asinstruments for satisfying curiosity; an impoverishedlanguage-symbolic system; and a paucity of information,concepts, and relational propositions.

Hence, once we grant that the IQ represents a multi-ply determined functional capacity in the developmentof which experiential and motivational factors play animportant regulatory role, it is superfluous to inquirewhether it can be modifiedboth qualitatively andquantitativelyby significant variation in such factors.The more relevant questions at this point are the extentof the modification that is possible and the conditionsunder which it occurs, that is, how late in the course ofcultural deprivation appropriate experience can reverseintellectual retardation, and what the most suitable kindof experience is for this purpose.

It is in the area of language development, and par-ticularly with respect to the abstract dimension of verbalfunctioning, that the culturally deprived child manifeststhe greatest degree of intellectual retardation. Manyfactors contribute to this unfortunate developmentaloutcome. The culturally deprived home, to begin with,

10

lacks the large variety of objects, utensils, toys, rictures,etc., that require labeling and serve as referents forlanguage acquisition in the middle-class home. Theculturally deprived child is also not spoken to or readto very much by adults. Hence, his auditory discrimina-tion tends to be poor, and he receives little correctivefeedback regarding his enunciation, pronunciation, andgrammar. Furthermore, the syntactical model providedhim by his parents is typically faulty. Later on, whennew concepts and transactional terms are largely ac-quired verbally, i.e., by definition and context fromspeech and reading rather than by abstraction fromdirect concrete experience, he suffers from the paucityof abstractions in the everyday vocabulary of his elders;from the rarity of stimulating conversation in the home;from the relative absence of books, magazines, andnewspapers; and from the lack of example of a readingadult in the family setting.

It is small wonder, therefore, that the abstract vocab-ulary of the culturally deprived child is deficient inrange and precision, that his grammar and languageusage are shoddy, that his attentivity and memory arepoorly developed, and that he is impoverished in suchlanguage-related knowledge as the number concepts, self-identity information, and understanding of the physical,geometric, and geographical environments. Social classdifferences in language and conceptual measures alsotend to increase with increasing age, thus demonstratingthe cumulative effects of both continued environmentaldeprivation and of initial deficit in language development.

The culturally deprived child's entire orientation tolanguage is also different from that of the middle-classchild. He responds more to the concrete, tangible, im-mediate, and particularized properties of objects andsituations than to their abstract, categorical, and rela-tional properties. His speech is instigated more by theobjects and actions he sees than by abstract ideas ema-nating from within, and he makes more ancillary use ofnonverbal forms of communication. In short, the lan-guage of the culturally deprived child is more concrete,expressive, and informal than that of the middle-classchild, showing signs of impoverishment mainly in itsformal, abstract, and syntactical aspects.

However, the most important consequence of theculturally disadvantaged child's retardation is his slowerand less complete transition from concrete to abstractmodes of thought and understanding. This transitionnormally begins to occur in our culture during the


junior high school period. As a result, preadolescentand adolescent children are able to understand andmanipulate relationships between abstractions directly,i.e., without the benefit of reference to current or im-mediately prior concrete-empirical experience. Thus theyare no longer limited to semiabstract, intuitive, andparticularized thought, and can formulate more precise,abstract, and general propositions that embcdy allpossible hypothetical relationships between categoricalvariables.

This transition takes place more slowly and less com-pletely in culturally deprived children for two reasons.First, the culturally deprived child tacks the necessaryrepertoire of clear and stable abstractions and transac-tional terms that is obviously prerequisite for the directmanipulation and understanding of relationships betweenabstractions. Second, for lack of adequate practice, hehas not acquired sufficient facility in relating abstrac-tions to each other with the benefit of concrete-empiricalprops, so that he can later dispense with their assistanceat the same age as his environmentally more favoredcontemporaries. Because concrete thought operationsare necessarily more time-consuming than their abstract-verbal counterparts, and also because of his distracti-bility, unfamiliarity with formal language, impaired self-confidence, and unresponsiveness to time pressure, theculturally deprived child typically works more slowlythan the middle-class child in an academic setting.

The Effects of Cultural DeprivationAre Partly Irreversible

To avoid unrealistic expectations regarding the poisi-bilities of educational amelioration, it is important forpersons working with disadvantaged children both toappreciate that the effects of cultural deprivation onintellectual development are partly irreversible and tounderstand why this must necessarily be so. In the firstplace, since current and future rates of intellectual de-velopment are always conditioned or limited by theattainment of development, existing developmental defi-cits tend to become cumulative in nature. The childwho has an existing deficit in growth incurred from pastdeprivation is less able to profit developmentally fromnew and more advanced levels of environmental stimu-lation. Thus, irrespective of the adequacy of all otherfactorsboth internal and externalhis deficit tends toincrease cumulatively and to lead to permanent retarda-tion.

New growth, in other words, always proceeds fromthe existing phenotype, that is, from already actualizedcapacity, rather than from potentialities inherent in thegenotype. It makes no difference in terms of this limit-ing influence whether the attained deficiency is attrib-utable to inferior genic endowment or to inadequateenvironment. If, as a result of a consistently deprivedenvironment during the early formative years, superiorintellectual endowment is not actualized, the attaineddeficit in functional capacity significantly limits the ex-tent to which later environmental stimulation, even ifnormal in quantity and quality, can increase the rate ofcognitive growth. Hence, an individual's prior successor failure in developing his intellectual capacities tendsto keep his future rate of growth relatively constant.


In addition to tin, e limiting condition of attained levelof development or of existing degree of deficiency, wemust consider the further limiting factor of the organ-ism's degree of plasticity or freedom to respond develop-mentally in a given direction in response to appropriateenvironmental stimulation. Generally speaking, the plas-ticity of intelligence tends to decrease with increasingage. At first, intelligence is a relatively undifferentiatedcapacity that can develop in several different directions.But as children grow older, particularly during preado-lescence and adolesceace, it becomes increasingly moredifferentiated as shown by the decreasing intercorrela-flow; among the subtests of a given intelligence scale.Another indication of the trend toward the progressivedifferentiation of abilities is the fact that ten-year-oldboys of high socioeconomic status make higher scoresthan ten-year-old boys of low socioeconomic status ontests of both verbal and mechanical ability, but at age16 are only superior on the verbal tests. Furthermore,the verbal ability scores of boys who drop out of schoolat the age of 17 tend to decline whereas their scores ontests of mechanical aptitude continue to improve. Thusby the time an individual reaches adolescence, differen-tial factors of interest, relative ability, specialization oftraining, motivation, success and failure experience, andcultural expectation operate selectively to develop cer-tain potential abilities and to leave others relativelyundeveloped.

Once intelligence undergoes definite relative commit-ment in the various aforementioned channels, the indi-vidual is less responsive to stimulation in areas ofminimal development than he was in the original un-differentiated state. Thus, for example, if because ofinadequate stimulation during early and middle child-hood, genic potentialities for verbal intelligence fail tobe adequately actualized, other facets of intelligence(e.g., mechanical, social) which are more satisfactorilystimulated become differentially more highly developed.At this point, therefore, the development of the indi-vidual's verbal intelligence is not only limited by hisexisting deficiency in the verbal area, but also by thefact that his once undifferentiated intelligence has beendefinitely committed in other directions, and is henceless free than previously to respond to an enrichedverbal environment. Hence it is evident that the pos-sibility for complete reversibility of environmentallyinduced retardation in verbal intelligence decreases aschildren advance in age. This is not to say, of course,that later enrichment is entirely to no avail; but, in myopinion, some of this failure in developmental actualiza-tion is irreversible and cannot be compensated for later,irrespective of the amount of hyperstimulation that isapplied.

Ameliorative Use of Instructional Materials

The hypothesis of cumulative development deficit im-plicitly assumes the continued operation of a learningenvironment the stimulating value 61 which remainsaverage or below average during the crucial formativeyears. Hence, despite the twin limiting effects in disad-vantaged pupils of attained deficit in intellectual devel-opment and of increasing differentiation of intelligenceon subsequent responsiveness to cognitive stimulation,

11

it is completely consistent with the above theoreticalanalysis to hypothesize that an optimal learning environ-ment could arrest and even reverse in part the existingdegree of retardation. Such an environment mustobviously be adequately stimulating, must be speciallygeared to the deprived individual's particular level ofreadiness in each subject-matter area and intellectualskill, as well as to his over-all level of cognitive maturity,and presupposes much individualized attention andguided remedial effort. This, of course, is a far cry fromthe kind of learning environment that culturally deprivedchildren typically enjoy. In actual practice their existingintellectual deficit is usually compounded by the factthat not only are they less able than their peers to profitfrom appropriate new experience, but they also areusually overwhelmed by exposure to learning tasks thatexceed by far their prevailing level of cognitive readi-ness. Hence, since they do not function at the requiredlevel of cognitive maturity and do not possess the neces-sary background of knowledge required for efficientlearning, they typically fail, lose self-confidence in theirability to learn, become thoroughly demoralized in theschool situation, and disinvolve themselves from it.

An optimal learning environment for culturally de-prived pupils focuses therefore on two complementaryaspects of cognitive readiness for learningreadiness7,n terms of general level of intellectual functioning andreadiness in terms of specifi.; subject-matter background.Appropriate use of instructional materials can enhanceeach aspect of readiness.

General unreadiness for school learning among cul-turally disadvantaged children largely reflects their slowerand less complete transition from concrete to abstractmodes of thought during the junior and senior highschool years. Thus, in the presentation of :,bstract ideasand relational propositions, it is importsInt for instruc-tional materials and audiovisual aids to provide moreconcrete-empirical props and opportunities for directphysical manipulation of objects and situations thanwould be considered desirable in a more typical class-room. Such props, for example, mignt include generoususe of such techniques as Cuisenaire rods, the abacus,schematic models and diagrams, and role-playing activ-ities; and in the teaching of mathematics and science,much reliance would be placed on applicability to com-mon problems in the immediate environment and onsupportive illustrations and analogies drawn from every-day experience. It should be appreciated, however, thatthese techniques like merely ways of facilitating thetransition to a more abstract level of cognitive function-ing. We do not want to induce permanent dependenceon concrete-empirical props or to be satisfied with thisstate of affairs as our ultimate objective.

Specific subject-matter unreadiness among culturallydeprived children is a consequence of their failure tomaster the basic intellectual skills and to acquire anadequate foundation of integrative concepts and prin-ciples in the hierarchically organized disciplines. It isessential, therefore, that the initial selection of learningmaterials take account of pupils' existing state of knowl-edge and sophistication in the various subject-matterareas, no matter how primitive this happens to be. Oncethe appropriate starting point is ascertained, continued

subject-matter readiness can then be assured by usingstructured, sequentially organized materials and by in-sisting on mastery of all ongoing lessons before newlearning tasks are introduced. These latter teachingstrategies can, in turn, be implemented most effectivelythrough programed instruction.

The careful sequential arrangement and gradation ofdifficulty characteristic of programed instruction main-tains readiness by insuring that each attained incrementin learning serve., as an appropriate foundation oranchoring post for the learning and retention of sub-sequent items in the ordered sequence. In addition,competent programing of materials presupposes maxi-mum attention to such matters as lucidity, organization,and the explanatory and integrative power of substan-tive content. The programed instruction format alsopromotes readiness by making it possible to insure thatthe prem,ntation of new material is always deferred untilthat degree of consolidation or overlearning required forefficient sequential learning is attained. This is accom-plished by self-pacing, by frequent testing and the pro-vision of feedback, and by furnishing adequately spacedreviews and opportunity for differential practice of themore difficult components of a task.

Advocacy of programed instruction as best suited tothe needs of the culturally deprived pupil does notnecessarily imply endorsement of the small-frame formattypical of most teaching machine programs and pro-gramed textbooks. As a matter of fact, in terms of boththe logical requirements of meaningful learning and theactual size of the learning task that can be convenientlyaccommodated by the learner, the frame length typi-cally used by teaching machines is artificially and un-necessarily abbreviated. It tends to fragment the ideaspresented in the program so that their interrelationshipsare obscured and their logical structure is destroyed.

Neither does endorsement of programed instructionimply that the effectiveness of the method is attributableto the mechanical reinforcement of rote verbal responses.Quite the contrary! Programed instruction is effectivein school learning precisely because its emphasis onlucidity of presentation, sequential arrangement, clari-fication, consolidatiot., and integration of related mate-rials enhances meaningful learning processes. Forexample, in the learning of grammar through repetitivepractice with feedback of the principal syntactical formsin written and spoken discourse, the learning becomestransferable only if the program requires the learner toappreciate the precise relationships between the verbalmanipulations he practices and the changes in meaningthat he induces by such manipulations. Mere abilityrotely to emit the correct forms as ends in themselves,apart from their relationship to meaning, results inlearning that is restricted to the specific practice framesunder consideration.

Adequate attention to the two factors of readinessspecified abovethrough the appropriate use of in-structional materialscan go a long way toward assur-ing effective learning for the first time, toward arrestingor partly reversing the course of culturally inducedretardation in intellectual development, and toward re-storing the disadvantaged child's educational moraleand confidence in his ability to learn.

12 AUDIOVISUAL INSTRUCTIONJanuary 1965

Television for the Preschool ChildLester F. Beck

n 1945, the American Association of School Admin-istrators recommended the extension of school serv-

ices downward to include children as young as threeyears old. This action was taken in recognition of thepsychological fact that early learning during the pre-school years facilitates later learning in the grades; orstated conversely, a child from an intellectually barrenhome is disadvantaged right from the start when heenters school.

Important as the Administrators' policy pronounce-ment was, its full implementation had to be deferred.Caught by the post-war population explosion, schoolsystems found themselves hard-pressed to provideenough classrooms and teachers for the tide of pupilssix and over without worrying about the millions undersix who might be idling away their time at home.

Recently, some school districts have begun to ex-periment with broadcast television as a means of servingthe intellectual needs of preschool children, not at schoolbut in their own homes. Albuquerque, New Mexico(KNME-TV, Channel 5), and Miami, Florida (WTHS-TV, Channel 2), have full-scale kindergarten programsbroadcast to homes five days per week. Content is co-ordinated with the first-grade curriculum and preparesthe preschool child for his school experiences by de-veloping reading, linguistic and number abilities, andsocial awareness.

The Albuquerque programs, which are 30 minuteslong, have the teacher address the camera directly asthough talking to each little child face-to-face. Specialemphasis is given to language problems inherent in NewMexico's trilingual culture. At the end of the year, eachchild who writes to the TV station receives a Certificateof Recognition and a photograph of the TV teacher.Last year some 25,000 certificates were distributed.

In Miami, each daily program is divided into threeparts of varying difficulty with each part running 15minutes. A child may begin with an easy part and thensee the same content repeated at a more advanced level.The easy programs are especially designed for culturallydisadvantaged children, including children of Cubanexiles who are learning English. If mothers wish, theymay bring their children to one of 60 viewing centers,staffed by students from the local junior college. Thestudents monitor the TV sets and conduct appropriatefollow-up activities suggested by the TV programs. In


both Miami and Albuquerque, the programs are broad-cast in the morning and repeated in late afternoon. Manyprimary grade children watch the afternoon broadcastwhen they get home from school.

In Memphis, Tennessee (WKNO-TV, Channel 10),the preschool TV offerings cover the conventional kin-dergarten curriculum, but in a unique way. Each 30-minute program is built around the romance and ex-citing mobility of trains, with the teacher, a young man,holding forth as an engineer from the old days, worldlyin knowledge and sensitive in the art of living. Settingsfeature a combination train depot-general store and ascaled replica of the famous Civil War train, "The Gen-eral." The depot is filled with all kinds of wonderfuljunk, pictures, pets, and puppets. The train on its re-volving stage is always ready to take the teacher, guests,and children on exciting trips throughout the city andcountryside. Processes of seeing, listening, and appre-ciating beauty in ordinary objects are cultivated duringthese trips. Many thought-stretching questions are askedand answered along the way, such as, "Is there beautyin a bucket?" and "Can a witch find true happiness ina bird cage?"

In Denver, Colorado (KRMA-TV, Channel 6), stillanother format for preschool education via TV is beingtried. A series el 16 programs and an illustrated work-book have been produced to help parents prepare theirchildren for reading in the first grade. More than 20,000requests for copies of the workbook are received eachtime the TV programs are re-run. Research conductedby the Denver Public Schools shows that children whoseparents help them in accordance with instructions givenon the TV programs do significantly better in schoolthan matched groups with no help. The findings furtherindicate that the facilitating effect extends at leastthrough the first three grades and perhaps beyond.

All tile programs described above are curriculum-oriented. They stress mainly content. Another approachto program design emphasizes process: perception ofsimilarities and differences, concept formation, creativity(divergent thinking), problem solving, and the like.Currently I am analyzing .TV programs, films, andrelated media for preschool children from these twopoints of view. The analysis may result in some leadsabout the design of TV programs for preschool chil-dren of all ages, including the one- and two-year-olds.

13

14

Helping the ChildWho Doesn't Make the Grade

Samuel Cohen

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In the public schools, we tend to build a series ofhurdles for each child to overcome as best he can

until he crosses the finish line and receives his diploma.A significant number of children find it impossible toclimb, let alone jump, over these hurdles for a varietyof reasons. The resultant concern among educators hasbrought a flood of analyses over the years dealing withthe identification and rehabilitation of these children.

The children who don't make the grade have beengrouped and labeled in many ways. We have read andheard about the slum child, the general student, themember of a problem class, the underachiever, the cul-turally disadvantaged child, the slow learner, the under-privileged child, the deprived child, and most recently,the reluctant learner. Each of these labels, and the dataand theory behind it, has validity for some portion ofthose children who fail in school but who cannot beconsidered retarded. Such children constitute the bulkof the dropouts, and a search for a way of preventing anearly break with school has become a national concern.

Different Programs Required

A very significant portion of the children found inany of the above groupings require a program quitedifferent from any that has been proposed for them.Some time ago there were two approaches to the prob-lem. The first approach involved making believe thatthe problem really didn't exist. This approach was but-tressed by physical improvement of school plants, bysurface discipline seen by visitors, by impressive dis-plays of student work, by neat and fairly completeworkbooks of a surprising number of pupils, and bysuch things as the appearance of white shirts and tiesat assembly programs.

The second approach involved the charge that thewindow dressing covered a "blackboard tangle." Thestudents were disobedient, belligerent, sullen, short-tempered, and given to the regular use of abusive orfoul language. Incidences of vandalism, drug addiction,and assault and robberysometimes with knife or guncompleted the picture which helped explain highteacher turnover. The very dress, walk, and appearanceof these "blackboard jungle" children meant trouble.

More recently, most people have come to realize thefutility of either of these impressions of the child whocannot meet normal school requirements. Emphasis hasshifted to early stress upon the mastery of the basicskills, especially reading. Such emphasis implies thebelief that if these students could only read, they thencould do what is expected of them and the problemwould be in the process of solution.

Unfortunately, the ability to read alone is not a suf-ficient answer to the problem of many of the childrennow failing in school. The characteristics of the failingchild include (a) poor academic ability; (b) seriousacademic retardation; (c) often, overage for grade;(d) rather high social sophistication; (e) a weak fam-ily structure usually combined with an undesirablehome environment, not necessarily related to income;and (f) a history of disciplinary violations accompany-


ing academic failure. Such a child's emotional condi-tion renders his useable intelligence ineffective. With-out values, attitudes, affections, and aspirations whichnormally come from a strong family unit, most ofthese children have not learned to give or receive af-fection and friendship, have few if any worthwhileadult models to emulate, have a long history of nega-tive experiences with various authority figures, andhave extremely narrow social, emotional, and intellec-tual horizons.

The school often intensities these problems, withinthe framework of a serious intent to help the child, byadding to the student's accumulation of failure, shame,resentment. hostility, and suspicion of authority figures.The difficulty arises in that the approach used is aca-demic. For the kind of child described, increased effortsto teach him to read, write, and cipher simply cannotsucceed. These pupils feel that they stand alone. Theirstatus depends upon peer opinion, and no action is tooextreme to save face before the peer group. They willnot exhibit academic weaknesses before peers and teach-ers, and will create any diversion to prevent a lessonfrom exposing individual ignorance. An extreme exam-ple of this is the 16-year-old boy who once jumped tothe top of his desk and began to masturbate in orderto prevent a reading lesson from continuing and therebyallow his classmates to discover that he was unableto read.

Self-Respect Is a Primary Need

What, then, should be attempted with these children?They must reach certain personal goals before they cando academic work successfully. Their primary need isfor self-respect and a worthy self-image. These childrenbelieve what society has indicated to themthat theyare stupid, unlikeable, and troublesome. This causes areliance upon what they believe to be superior physicalstrength and also contributes to the belief that relativestrength is the basis for all relationships. The strongerindividual gives the orders, and the weaker has no choicebut to follow them or attempt to break the relationship.

The teacher must break through this barrier andestablish an honest relationship with each individualstudent. He must overcome the student's suspicion andhostility. After all, if the student believes that he isstupid and unlikeable, how could the teacher want to behis friend? The student looks for ulterior motives. Theteacher must convince the student that there are none,and must find some characteristics which he can honestlylike, praise, and support. It is not possible to fool thesechildren because they size up and understand adultsquite well within their emotional limits.

The degree of difficulty that must be overcome canbe shown by an example of a typical class of 27 studentsin the ninth grade, where the teacher's investigationindicated that (a) the students were between 14 and 16years of age; (b) that 24 of them came from brokenhomes and lived with stepparents, a working mother,other relatives, or alone; (c) that 6 had police records;(d) that 4 were under psychiatrist care; and (e) that

15

5 were under the supervision of social or psychiatriccase workers. They had an average standardized read-ing score of 3,2 and an average arithmetic score of3.0. On the teacher's first day in class, a student raisedhis hand and, when recognized, said, "How long youexpect to be with us, Teach? We already run out fiveteachers this year." In spite of reactions like this, akind of friendship can be established with most ofthese children without the controlling factor being fearor brute strength. There can be a beginning of mutualrespect.

Having established contact with a student, the teacherwill move through a long and awkward period of build-ing a relationship. The disadvantaged student does notknow how to accept friendship or to be a friend. Hemay resort to bribery, flattery, or some other techniquein his attempt to participate in this new relationship.The teacher must help each student and also begin touse the personal contact as the basis for classroomdiscipline and the building of a positive and better per-sonality, attitudes, and values. The student must learnto be able to deal with other people, to think abouthimself, to evaluate his experiences, and to look towardthe future in such a way that will enable him to becomepart of the broader society the school represents.

Small incidents become significant in the total fabricof such effort. A teacher's lack of perception in strain-ing the attention span in the classroom, or the chancecomment of one student to another, can lead to a sud-den flare-up and a fist fight between two students. An-other student is likely to say to the teacher, "Why don'tyou hit 'em, Teach, then they'll behave?" There aremany ways to answer this important question. Oneteacher made a simple beginning by discussing theway in which a horse is trained and indicating thedifference between his goals for his students and thoseof a horse trainer for his animals.

Time for Free Discussion

Working with values and attitudes requires breakingaway from the normal course of study which these chil-dren are unable to master. Of course the usual syl-labus must be followed part of the time because it isthe only framework for school that these children haveexperienced; but time also must be allowed for free andfrank discussion of topics of interest to the students. Injunior high school classes irr one school in a slum areaof a large city, the first topics suggested by pupils weredope, sex, and crime. They did not really expect thatthe teacher would dare handle such topics, but he did.Within a few weeks, the teacher was able to shakestudents' misconceptions in these areas, and found thatmany of the topics led back into portions of the courseof study he had been unable to deal with directly. Forexample, the discussion of venereal disease and dopeaddiction uncovered superstitions and ignorance con-cerning health and medicine and led to a unit of studyin that field. The students had medieval attitudes towardhospitals, and a carefully planned visit to a nearby hos-pital began to convince them that most people whoenter a hospital are cured and discharged. One tangiblenonacademic result of this experience was a student'swillingness to discuss symptoms with his teacher, which

16

led to the diagnosis and treatment of the student's caseof gonorrhea.

A discussion of crime uncovered a general concernwith police and led to a study of the right to bear armsas guaranteed in the Constitution, graft, search withoutwarrant, and other topics of real meaning in the dailylives of the pupils. The students knew bookies, playedthe numbers game, bought liquor in a bar although theywere under legal age, and commented on patrolmen whodrove Cadillacs. They saw no better future than to be-come a bookie, a dope peddler, or a numbers manthe only occupations they knew that brought high statusand high income to adults who had been teenagers verymuch like themselves.

A first step with one such group of students was adescription of life in a small town which had no policedepartment and a negligible crime rate. The studentscould not believe there was a community where peoplenever locked their doors and lived without fear. Onceconvinced that such a community was not a figment of

the teacher's imagination, the students reacted by ask-ing, "Where is this town? It sounds like a pushover.We'll take it apart." From this point, many slow stepshad to be taken to achieve serious thinking about therecognition of a stranger, the treatment of outsiders,and the advantages of living in an environment freefrom fear and violence.

With direction from the teacher, the students alsodiscussed liquor, dope, and crime in terms of self-de-struction. They talked about various ways of commitingsuicide; some immediate and some taking years. Prob-lems of minority groups were discussed. In short, anentire range of topics which had deep meaning for thestudents offered opportunities to teach about self-under-standing, to develop modifications in attitudes andvalues, and to teach certain areas of academic content.As simple a device as planning a class party with17-year-olds produced many opportunities for teachingabout possible values in honesty, friendship, and co-operation. The teacher was astonished at the degree ofresponse to the party. Once started, the students couldn'tdo enough to share a one-to-one satisfying relationshipwith the teacher, and some even attempted such arelationship with each other.

Values of CooperationThe initial asstumption made by the students with a

background of failure is that cooperation is for twokinds of peoplethose who get paid and those who aresuckers. In one high school English class, an entiresemester was devoted to the production of a motionpicture about the ;,chool and its program. The film hadteaching value and helped to improve English skills tosome degree, but its primary purpose was to show thatthere is a real need for, and value in, cooperating withother people. Every student in the class understood thatthe film could not have been completed unless everyonecooperated. Other purposes were also realized in theproduction process: There was discussion about thedegree of reality in individual choices of areas for voca-tional training; about the differences among sub-neigh-borhoods within the larger area served by the school;and about leadership and relationships and why certainpeople were picked to be the "stars" of the picture.


One teacher used role-playing to develop scenes. Fromthese scenes the students selected ones they thoughtwere best to incorporate into a class play. Content,drama, and humor were vehicles for dealing with prob-lems in personality, relationships, and self-understand-ing.

These are but a few examples to illustrate some waysin which a teacher can help a child overcome his per-sonal barriers and prepare him to want to learn academicfundamentals and to aspire to a socially acceptablepersonal and vocational life as an adult. Once personaland emotional headway is made, a ,ndemic study canbegin to become important and worthwhile to the pupils.The teacher begins this process with a few positiveelements that can be helpful. Although most of thesechildren feel that their present is useless and that theirfuture is hopeless, they wish it were not so. They knowwith startling clarity what the American middle classideal is like, in terms of people, material possessions,values, and attitudes. They have a desire, which is keptwell hidden because it seems so impossible, to be a partof that middle class stream in American life.Realistic Expectations Are Essential

There is a danger, however, that short-range successwill lead the child to unrealistic expectations, and theteacher must try to anticipate and prevent this if pos-sible. For example, a 16-year-old boy who learned toread for the first time in the eighth grade was broughtup to fourth-grade reading levels within one year. Hewas no longer a behavior problem; he thought well ofschool and began to think well of himself; he becamemore opal and friendly in his relationships with otherpeople; he began to enjoy "normal" experiences he hadnever had before. Eight years of school failure laybehind him, as well as one stay in jail on an attemptedrape conviction. He lived with an aunt and saw hismarried sister occasionally. Before he learned to read,these meetings with his sister had always been unpleas-ant because his brother-in-law was always "preaching"to him. Now his brother-in-law was delighted with hisprogress, but blind to its limits. He told the boy that henow could get a job at the Navy yard, which involvedpassing an examination requiring high school academicskills. Informed of this, the teacher had no choice butto tell the boy, as gently as possible, that he could notpass such an examination and could not, in a fewmonths, be prepared for the examination. The boy couldnot accept the situation, and accused the teacher of mis-leading him and fooling him and of wasting his time.The boy reverted to his previous behavior pattern, andthe teacher was unable to reach him again.

Sixteen years of age may be too late to begin makingmajor changes in a boy with a background of failure.However, with the help of teachers, most children areable to make more realistic self-appraisals after a fewyears. The school must not only be organized to recog-nize and work with this kind of student in the mannerdescribed but also must follow him beyond the class-room and help him with job placement. This shouldoften begin with a combination work-study program inthe last year or two of high school. It must includepost-high school placement efforts. Many of the studentswill have to be prepared for salary limitations and dis-


crimination and prejudice which are likely to be encoun-tered beyond the immediate environment. At the presenttime, many of these children are certain to have troublewith police and many spend time in jail. At the veryleast, a proper program in school would save the tax-payers the money expended in arresting, trying, andjailing these children.

Audiovisual Techniques and Materials

Another aspect of working with children of low abilityand serious academic retardation involves the use ofaudiovisual instruction. A great deal of cognitive changeis possible among individuals who do not know how toread. The use of audiovisual techniques and materials,including charts, recordings, radio and television pro-grams, pictures, and programed materials can enable anilliterate or semi-illiterate youth or adult to master con-siderable sophistication in skills, information, and con-cepts. Substantial evidence for this work cannot yet befound in the public schools, but must be sought in thework of organizations training retarded children, in thetraining and retraining efforts of various American in-dustries, and in the educational efforts of a number ofinternational agencies working in the so-called under-developed areas of the world. This use of audiovisualinstruction is important. It indicates the possibility ofworking toward major personal goals for these children,without sacrificing academic instruction, until sufficientsuccess has been achieved to enable the student to suc-ceed with normal academic techniques and materialsbased upon the ability to read.

Every school has children who are considered prob-lems because they disrupt the smooth operation of theprogram and require an inordinate amount of attentionwhile achieving minimal success. They are passed on byteachers from class to class and from school to schoolwith more relief than regret, and administrators are alsorelieved when they finally drop out of school. The regu7lar program is impossible for these students, and awatered-down program doesn't work, either. The prob-lem is not solved by dumping these children into classesof shop, home economics, and salesmanship. It is neces-sary to stop worrying about the program and to lookseriously at the child, to find out why he cannot or willnot abide by the rules and regulations and try to do thework required in class. Out of this analysis should growa program to help these children cease to be problems.

Such a program, geared to the unique needs of thestudents who don't make the grade, include the tech-niques, goals, approaches, and materials described above.Teachers should prepare for such work with training inthe techniques of the group worker, the social worker,and the school psychologist. It helps no one to trainteachers by giving them strong academic backgroundsand methods for teaching academically oriented pupilsand then to place them with classes of children forwhom they are totally unprepared. Properly trainedteachers, working within an administratively approvedinstructional program designed for these disadvantagedchildren, can help them tremendously and, at the sametime, prevent them from disrupting the rest of the schoolprogram. The school, the students, and our society willreap the benefits of such improvements in our efforts toprovide education for all American children and youth.

17

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PRINCEEDWARDCOUNTY

AV Helps Virginia's Deprived

Wilbert D. Edgerton

ineteen hundred and sixty-three marked anend and a beginning in Prince Edward County in Vir-ginia. It marked an end to the lack of educationalopportunity for the county's 1,600 Negro children whohad suffered for four years the effects of the shutdownof the public schools which resulted from the integra-tion controversy. But it also marked a beginningabeginning of a unique educational enterprise called thePrince Edward Free School Association.

Now that the short but timely existence of the FreeSchools is a matter of history, it is possible to lookback and see how this enterprise served the many cul-turally disadvantaged children of the rural Virginiacounty. It is also possible to see the implications whichthe Free Schools' program holds for similarly disad-vantaged children throughout our nation.A Brief History

In September 1963, Dr. Neil V. Sullivan left hisposition as superintendent of Schools in Williston, L. I.,New York, to come to Prince Edward County to set upthe Free Schools. He came at the request of a groupof Virginia educators who had formed the Prince Ed-ward Free School Association with the support of pri-vate, organizational, and corporate funds. The schoolsystem which he was to head in Farmville, Virginia, wasto be open to all children of the county, regardless ofcolor, and was to have an integrated faculty and staff.

The task before the board of trustees, superintendentof schools, and staff of the Free Schools was enormous.They were to try to help children who had been withouteducation for four long and arduous years to make up,insofar as possible, for the gaps in their education.Almost universally the children whom the Free Schools


were to serve came from economically and culturallyimpoverished homes where many of the parents wereilliterate. They were inadequately clothed and fed.Many didn't know how to turn a page or hold a pencil,and some could only communicate in fragmented sen-tences, monosyllables, or with gestures. The childrenwho once had been able to read had lost this skill inlarge part during the period the schools were shutdown. As a result of these and many other factors, theIQ scores of many of the children had dropped as muchas 30 points in the four-year period when there wereno schools open to them.

Such a desperate situation called for drastic meas-ures. The traditional school program obviously wouldbe inadequate to deal with the needs of these children.After careful analysis, a program was initiated in theFree Schools which included a nongraded school con-cept; team teaching; an expanded audiovisual program;and a longer school day, week, and year than is usual.

The Nongraded Concept and Team Teaching

In order to put the nongraded concept into practice,the children were assigned to the elementary division,which was further subdivided into the primary andmiddle schools; or to the secondary division, which wassubdivided into the lower and upper schools. Each stu-dent in t'..e Free Schools progressed from level to levelas quickly as he was able to master the materials andskills. No grade labels were specified, nor were thereany promotions or retentions. When a child covered thematerials slowly or when the level was too high, he wasregrouped. The child's academic and emotional prog-ress determined his place.

Initially, age groups constituted the basis for place-

19

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meat. Children in the 6-9 age bracket were assignedto the primary school: those in the 10-12 bracket, tothe middle school; those 13-15, to the lower school;and those 16 years of age and over, to the upper school.Alter the schools had been in operation for a while,most of the students developed and progressed to theextent that there were no longer pure age groups.

Instructional emphasis was directed to different areasat the various levels. In the primary school, emphasiswas placed on reading, oral and written communicationskills, social understandings, and cultural orientationand enrichment. As fundamental skills were developed,academic emphasis shifted toward more conventionalcontent. Reading instruction, the language arts, socialscience, and mathematics were emphasized in the mid-dle school. Course offerings in the upper school coveredthe areas of general education, college preparatorycourses, business education, home making, agriculture,the building trades, auto mechanics, and industrial arts.

Team teaching is a natural adjunct to the nongraded

20

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One hour a day was set aside to partici-pate in ETV lessons beamed fromRichmond, Virginia.

Miss Sylvia Rawlings, speech teacher,observes as a student works with theLanguage Master.

Miss Rawlings uses a phonograph andearphones to help a little girl with herpronunciation problems.

school concept, where children move from class to classin accordance with their academic needs. In the FreeSchools, teams were composed of a team leader, one ormore junior teachers, special area teachers, and relatedconsultants in order to meet the special needs of thechildren. This organization fell into line with a defini-tion of team teaching which appeared in the May 1961issue of The Journal of Secondary Education, whichdefined the practice as "an arrangement whereby twoor more class groups during a given period (s) meetin order to take advantage of their respective specialcompetences."

The Audiovisual Program

Two major problems had to be considered in initi-ating and implementing a truly effective audiovisualprogram for the Free Schools: obtaining costly majoritems of audiovisual equipment, and justifying suchequipment for a school system that would be in opera-tion for only one short year. The former problem, that


of obtaining TV equipment and materials, was solvedby the tireless efforts of Dr. Sullivan and Williamvanden Heuvel, a special assistant to the AttorneyGeneral of the United States. Audiovisual equipmentwas secured through purchases, donations by privatecitizens, and the tremendous generosity of manufac-turers of AV equipment, film producers, distributors,and film libraries. Many items that would have beenprohibitive in cost were given to the Free Schools.

In order to insure obtaining maximum value fromthe equipment during the Free Schools' brief period ofoperation, it was necessary to plan the audiovisual pro-gram carefully. The audiovisual program was headedby a director who worked closely with and through thedirectors of elementary and secondary education. It wasthe audiovisual director's responsibility to coordinatethe selection, purchase, circulation, repair, and storageof audiovisual equipment. His second major responsi-bility was for an in-service teacher training program inaudiovisual education.


The central AV Center was located in the highschool, which also served as an administration building.The AV center contained materials and equipmentutilized by the high school, and major items circulatedto the elementary schools. The film and filmstrip col-lections also were housed there.

The three elementary schools each had their com-parable share of AV materials and equipment. Theyhad building coordinators who devoted several hoursa day to AV materials.

A daily pick-up and delivery service enabled theaudiovisual center to keep the schools supplied withneeded materials and equipment. This important task,which was performed by the audiovisual director's as-sistant, ensured the efficient delivery, distribution, andcollection of films and other important items.

One of the schools' most effective pieces of equip-ment proved to be the Language Master, a device whichenables the student to see written words, sentences, andsymbols as well as being able to hear the specific items

21

pronounced by means of a card which contains a mag-netic sound track. The voice on the sound track has a Mid-western or general speech pattern. Teachers may record theirown voices for regional characteristics on the machine cards,and the students are also able to make their own vocalsounds and to compare them with the master or the teacher'svoice. Additional blank cards are available for making specialsituation materials. The Language Master was of great valuein teaching the children of Prince Edward County, many ofwhom had serious speech problems.

Educational television also played an important part inthe Free Schools. The schools were enrolled in ETVcourses, beamed from Richmond, Virginia. These classes,which were viewed for one hour per day, covered the areasof music, art, science, and current events. There were over30 sets in operation in the four schools, and both the stu-dents and the teachers responded well to the ETV offerings.Inservice AV Education

Inservice training in the correct use of educational mediaenhanced the use of the AV materials and equipment avail-able in the Free Schools. The AV director visited one ormore schools each day. During these visits, advice, infor-mation, and utilization problems were discussed. The AVdirector also made himself available to handle problemsbeyond the scope of the building coordinators.

The most important aspect of the inservice AV trainingwas the weekly session at one or more of the schoolswhich normally lasted one hour or less and which was de-voted to demonstrating or explaining some phase of educa-tional media.Field Trips

Field trips and excursions greatly helped to broaden thehorizons of the students. The large buses owned by theAssociation were a familiar sight around the area. Thestudents made trips to Richmond to the museum and tohear the Richmond symphony orchestra. Visits were alsomade to New York; to places in North Carolina; and tohistorical sites in Virginia, Washington, D.C., and the sur-rounding areas. Before these trips, many of the children hadnever been out of their small county.

The immediate community was not overlooked, either.Visits to banks and other institutions served to bring thetown into the classroom and the classroom into the town.Summer School Program

The Free Schools operated a six-weeks summer schoolprogram from June 22 to August 6. Classes started at 8:30A.M. and ended at 11:30 A.M., followed by a lunch period.The afternoons, from 1 P.M. to 3 P.M., were devoted tospecial activities such as art, athletics, typing, home eco-nomics, industrial arts, music, and recreational films. Stu-dents were divided into groups and took part in assignedafternoon activities two or more times during the week.

22

The audiovisual director, Mr. Edgerton,demonstrates the use of the rear viewprojector to this class of older students.

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One measure of the success of the FreeSchools program is the happy and hope-ful faces of these children.

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The AV Center performed its normal functions duringthe entire summer period with the additional responsibility1 providing a daily recreational film. With the supportof the Motion Picture Association of America, the AVCenter showed a completely different film package everyday. The package usually included a current feature filmand a cartoon or short subject.

AV in the Community

During the major part of the Prince Edward Free Schools'existence, the local motion picture theater did not admitpersons of color, and so there we.e some children whohad never seen feature films in a theater setting. The dailyrecreational films, therefore, were greatly enjoyed by thestudents. The Free Schools' staff, students, and membersof the community also enjoyed a free current feature twoor more times a week in the evenings during the entireyear. Hollywood and New York feature film producersmade available to the Free Schools some of the latestfilms in 16mm, many of which were in Cinemascope.

The many cultural activities afforded the Free Schoolswere also open to the community. Noted concert singers,high school bands, the Dartmouth College Glee Club, theVirginia State College symphony orchestra, and many otherpersons entertained not only the staff and students, butinterested members of the community as well.

Promise for the Future

The Prince Edward Free Schools closed in August 1964.The situation in the county is still far from ideal. Althoughthe public schools have been reopened, a private academyis in its sixth year of operation, and most of the whitechildren in the county attend it. Many of the childrenof Prince Edward County bear academic, cultural, and

.). emotional scars from their four years of educational depriva-, tion that may never be completely eradicated.

The audiovisual program in the Free Schools was a tre-mendous success, however. It was one of the programsthat the Free Schools trustees insisted that the public schoolscontinue. Several thousands of dollars of unused fundswere specifically designated to support the AV programin the reopened public schools. All of the equipment ac-quired by the Free School Association was given to thee

') '44!),44 public schools. The equipment loaned to the Free Schools

:; by such firms as Bell & Howell was purchased by the FreeSchools and also was given to the public schools. Thecomplete inventory of AV materials and equipment wasestimated to be worth nearly $50,000.

There is no doubt that the audiovisual program playeda great part in the Free Schools' total program of educa-tion for the disadvantaged. It should serve as an indica-tion to other schools serving similarly disadvantaged chil-dren that audiovisual instruction can contribute greatly toovercoming social and cultural poverty.

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Listening Centers in the KindergartenLassar G. Gotkin and Fay Fondiller

The ability of children from socially disadvantagedbackgrounds to adjust to and learn in group settings

is seriously impaired by limitations in language de-velopment. At the Institute for Developmental Studies,New York Medicz.1 College, the area of language isemphasized in our nursery enrichment program (5, 4)and is central to the research studies of the Institute(3).

It is recognized at the Institute that there are twoserious issues involved in implementing languagetraining.

The first issue is that the language which the childmust learn in the classroom is greatly different fromthe language which he uses at home and on the street.Moreover, the child comes into the classroom alreadywell schooled in that other language. The problem isnot merely one of providing for deficit, but rather ofdealing with the many ways in which school languageand learning conflict with existing modes of expression.Not only is there a previously learned set of behaviors,but during the time that the child is exposed to "school"language he is still exposed in his home and neighbor-hood environments to the other language.

The second issue is that nursery and kindergartenclassrooms are not very appropriate places for ac-complishing the job that needs to be done. The socialsetting of the classroom does not provide the oppor-tunity for the kind of continued tutorial training thatoccurs in middle-class homes.

One or two teachers in a classroom of 15-30 chil-dren find the job of dealing with such language limita-tions too complex. Among the reasons for this difficultyis the fact that most teachers are not experts in lan-guage, especially the language of lower-class children.It is appropriate to point out that while knowledge inthis area is growing rapidly, it is still limited. Only re-cently has the role of language in learning begun to beexplored experientially (8). Moreover, serious workrelated to the definition of lower-class language hasjust begun (1, 7, 9).

Especially with young children, teachers have tospend the major portion of their time in classroommanagement. They have only limited time for extendedindividual conversations, which are the bases of thesocial situations in which vocabularly is modified andlanguage shaped.

Mechanical Technology Multiplies Teacher EffortMechanical technology offers a means of multiplying

the efforts of the teacher. Within the context of this

24

article, mechanical technology is represented by a taperecorder with up to six sets of earphones.

Many educators will react negatively to such me-chanical technology. They will feel that it is less thanhumane to have a young child sit in a booth, visuallyisolated from his peers, while he works, book in hand,with earphones covering his ears. These persons willargue that the child needs the teachera humanteacherto read stories just the way that the middle-class parent does. To begin with, the commitment tothe importance of taped stories does not preclude theteacher's reading to individuals and groups of children.However, this commitment recognizes that there arelimits to the opportunities teachers have to read toindividual children in the classroom.

More important, there is a host of research whichindicates the importance of isolating the learner frombackground stimulation that prevents attention to therelevant aspects of what is to be learned (10, 6, 2).In summing up the implications of his own work, Zea-man has suggested that the key to the education ofmoderately retarded children rests in the engineering oftheir attention. Isolating children from their peers andfrom background noise goes a long way toward con-tributing to the "engineering of the child's attention."

Two unique attributes of the tape recorder areworthy of mention. The first involves the special appli-cation of this medium for nonverbal children. In testingnew tapes on children, we have followed the practiceof asking for those children who rarely speak to theteacher or to their peers, and have been amazed bytheir attentiveness and the surprising amount of verbalresponse they give to the questions asked on the tape.More verbal children also have been found to attendto and respond to the tapes. However, this type ofequipment seems to have a unique contribution to maketo those more hesitant in their verbal behavior.

The other unique attribute of the tape recorder in-volves the reproducibility of stories and lessons. Tapescan be played over and over in ways that permitindividualization. For example, children enjoying hear-ing their favorite stories over and over againmore sothan do their teachers. By using the tape recorder, theteacher can enable some of the students to hear a fa-vorite again and again while he is working with othermembers of the class.

An Operational Unit in the ClassroomIdeally, the listening center should be in a quiet,

secluded area of the classroom. Here, from one to six


children, each with a set of earphones, can sit at atable or shelf which provides adequate work space foreach child. As they listen to a tape through earphones,each child is working on an independent, individualbasis. When the tape ends, one child turns off the taperecorder, earphones are removed, and the childrenleave the center. They are replaced by other childrenwho put on earphones, turn on the recorder, and pro-ceed with their work. The teacher, once she has placedthe tape for the day on the recorder, is minimally in-volved. She is free to work with other groups in otherareas of the room. This is the idealthe goal to beachieved.

Realistically, "freeing the teacher" is another wayof saying "developing competence in children." In allteaching, we seek to develop within the child the abilityto deal competently with his environment. This is noless true in the use of the listening center. In the firstweeks, and in some cases, months, of its use, the majorobjective is the development of independence and com-petence in the use of physical apparatus as well as thelearning of behaviors expected in the use of the centeritself.

With this objective in mind, the physical set-up ofthe center and the choice of an area in the classroomfor the center become most important. Careful planningon the part of the teacher in the establishment of thecenter and thought as to the routines and behaviorsexpected are the first steps toward the smooth and func-tional operation of the listening center in the classroom.

The requirements and equipment needed in eachcenter follow:

A tape recorder with a plastic cover which willprotect the machine when it is not in use.

A shelf on which to keep the tape recorder. It isstrongly recommended that the tape recorder not bekept on the table or shelf at which the children sit. Themachine itself is often distracting to children.

One set of earphones for each child. Hopefully acenter will accommodate six children at the same time.However, it is recognized that the number of childrenin a center will vary, depending on classroom spaceavailable.

A table, set of tables, or shelf with chairs. Thereshould be sufficient work space for each child.

A shelf or other storage facilities for books andmaterials used with tapes.

Collapsible or moveable dividers which are placedon tables or shelves to form individual booths for eachchild.

As has been stated, the ideal place for a listeningcenter is a quiet, secluded area of the classroom. How-ever, it is recognized that in many classrooms withlimited space, creating such an area poses serious prob-lems. In such cases, the important thing to bear in mindis that children are less distracted by noise when listen-ing than they are by extraneous activity and materials.For this reason it is important that the children faceaway from other classroom activities, and that distrac-tions of any kind, such as pictures on the wall in thatarea or other unrelated materials, be removed or keptat an absolute minimum. The area should also be one


that is relatively free of traffic, i.e., not one throughwhich children have to pass to get to the bathroom orother frequently used areas of the room.

Where tables and chairs are not at a premium and itis possible to set up the center on the first day of school,do so omitting the tape recorder and earphones. If thechildren gravitate to this area for other activities, askthat they work elsewhere, perhaps giving a casual ex-planation that the area will be used later for somethingspecial.

Introducing the Tape Recorder and Earphones

Before the listening center is pit into operation, itis suggested that the tape recorder be introduced tothe class in a group situation. Each situation, of course,will be detemined by the teacher according to thecharacter and size of her class, so that one teacher,after careful evaluation of her class, might decide tofirst use the tape recorder in the listening center with afew children. This could be effective in a small classwith two teachers. In a large class with only one teacher,however, it has seemed more effective and practical sofar to introduce the tape recorder in a group situation.

In either case the following points have been foundto be important in the initial presentation of the taperecorder:

Be brief. A short session leaving the childreneagerly looking forward to more is most important.Even though children may want to prolong the 'session,it has proved more effective to cut it short, thus avoid-ing oversaturation.

As in any other group lesson, it is important tohave the class settled and quiet with attention focusedon the covered machine before starting the lesson.

Remove the plastic cover so that the children willdo the same later.

Teach the name "tape recorder."Plug in the microphone, giving a brief description

of it while doing so.Record the singing of the group or a child saying

his name.Immediately play back the recording for the chil-

dren.Replace the plastic cover at the close of the lesson

with a brief explanation of its purpose, saying some-thing like, "This will help keep the dust from gettingin."

In this initial presentation, it is most important thatthe children learn that the tape recorder is a specialpiece of equipment to be handled with care and respect.The teacher conveys this attitude to the children bywords, but mostly by her own careful handling of themachine. In her demonstration it is clear that she onlytouches the machine to turn it on and off.

In the second presentation, the aim is to establishthe pattern of behavioral responses required in listeningto a tape. Following a review of what has been learnedpreviously concerning the physical handling of the ma-chine, the children listen to a tape of a short story atthe end of which a few questions are asked. They areencouraged to respond to the questions in such a waythat it helps establish the pattern of responding to thevoice on the tape recorder..

25

Once the children have become familiar with theabove, the earphones may be introduced. Once again,this would be preceded by a review of previous learn-ings, followed by a demonstration of the correct useof the earphones. A child may then be asked to initiatethe demonstration, to list,n briefly through the ear-phones, and then to tell the class what he heard. Sincenearly every child will want to participate, this is usuallya good time for the teacher to point out that each willhave a turn, though not all can listen that day, and thatthere will be a special place for the use of earphonesand tape recorder. The listening center then can bepointed out.

Introducing the Listening Center

Once the tape recorder and earphones have beenintroduced to the group, it is suggested that they thenbe placed in the listening center for use there. As hasbeen stated before, the time for beginning the centerwill depend on many factors and will vary from groupto group.

In a class with two teachers it may well be possible,and certainly most desirable, to introduce the use oftapes in the center at the beginning of or very early inthe school year. This would require the full attentionof one teacher working with a small group of children.

In a class with one teacher, it has seemed more prac-tical so far to introduce the tapes in a group setting.Then, as children learn to work independently in otherclassroom areas, the teacher is able to work with asmall group in the listening center.

One use of mechanical technology in the programof the Institute for Developmental Studies has beenpresented in this article. A wide variety of other audio-visual devices are being used in work at the Institute,especially by Dr. Cynthia Deutsch in her studies inauditory discrimination and learning-how-to-learn.

In presenting the listening center, we have concen-trated on those problems relating to the tape recorderas a complex piece of equipment to be used by four-and five-year-olds from disadvantaged backgrounds.We have not described the psychological and educa-tional technology involved in constructing tapes andbooklets suitable for immature learners. However, itshould be stated that these principles draw from thediscipline of programed instruction. Tapes are carefullysequenced so that each takes a child a step further ina particular learning task. "Feedback" is provided bythe voice saying "Did you say . . ." or by asking thechild to repeat the answer. That children do respondto questions asked on the tape, and that they do repeatanswers when required to do so, has been abundantlyevident in our testing of tapes in classrooms. Manyenter into what might be termed a running dialoguewith the voice on the tape, giving not only the requiredresponses, but delightfully spontaneous comments. Forexample, in a tape on the fireman, the children weretold that if they were to hold a fireman's hat in theirhands it would be very heavy. Later in the tape, in thereview of information given, the question was asked,"If you were to hold a fireman's hat in your hand,would it feel light or would it be heavy'?" One childreplied, "It'd be heavy for you but light fok Superman."

26

It would appear that a child regards the voice comingthrough the earphones as speaking directly and per-sonally to him and - ::,ponds accordingly.

In the making of tapes and the setting up of listeningcenters we have relied heavily on the insights of class-room teachers. They have provided and continue toprovide invaluable help in identifying techniques andprocedures for making the listening center an effectiveand independently operational unit in the classroom.

References

1. Bernstein, B. "Social Class, Linguistic Codes andGrammatical Elements." Language and Speech 5:October-November, 1962.

2. Deutsch, Cynthia P. "Auditory Discrimination andLearning." Selected papers from the Institute forDevelopmental Studies, Arden House Conferenceon Pre-School Enrichment of Socially Disadvan-taged Children. Merrill-Palmer Quarterly 10: 277-95; 1964.

3. Deutsch, M. "Facilitating Development in thePre-School Child, Social and Psychological Per-spectives." Selected papers from the Institute forDevelopmental Studies, Arden House Conferenceon Pre-School Enrichment of Socially Disadvan-taged Children. Merrill-Palmer Quarterly 10: 249-63; 1964.

4. . Some Aspects of Compensatory Programs.Speech published by Sausalito School District,Sausalito, California, as part of SCOPE project,Compensatory Education Orientation Day, Decem-ber 9, 1963. pp. 28-38.

5. Feldmann, Shirley. "A Pre-School Enrichment Pro-gram for Disadvantaged Children." New Era 45:79-82; 1964.

6. Gibson, Eleanor J. "Development of Perception:Discrimination of Depth Compared with Discrim-ination of Graphic Symbols." Basic CognitiveProcesses in Children. (Edited by J. C. Wrightand Kagan.) Social Research Child DevelopmentMonograph, 1963, Serial No. 86, Vol. 28, No. 2.

7. Hess, Robert D. Educability and Rehablitation:The Future of the Welfare Class. Chicago: Com-mittee on Human Development, University ofChicago, April 15, 1964.

8. Jensen, A. Social Class and Verbal Learning.Berkeley, Calif.: University of California, Spring1964.

9. John, Vera P., and Goldstein, L. S. "The SocialContext of Language Acquisition." Selected papersfrom the Institute for Developmental Studies,Arden House Conference on Pre-School Enrich-ment of Socially Disadvantaged Children. Merrill-Palmer Quarterly 10: 265-75; 1964.

10. Zeaman, D., and House, Betty. An AttentionTheory of Retardate Discrimination Learning.Progress Report No. 3, Research Grant M-1099,National Institute of Mental Health. Storrs, Conn.:University of Connecticut, November 1961.


The Peace Corps ETV Project in ColombiaJohn R. Winnie

In December of 1962, at the request of the ColombianGovernment, the Peace Corps sent Tedson Meyers,

former assistant to Newton Minow of the FCC and atelevision consultant for the Corps, to Bogota, Colom-bia, to confer with officials in government and educationto determine the feasibility of a country-wide educa-tional television project involving the Ministries ofEducation, Communications, and the Peace Corps.Following an exploratory and investigatory period, Mr.Meyers assisted government and ministry officials indeveloping an ETV project proposal to the Agency forInternational Development and the Peace Corps, andthus laid the groundwork for what is the largest singleprogram of U.S. assistanceprivate or governmentalin the field of educational television overseas.

My first contact with the Peace Corps was in Marchof 1963. I was invited to Washington for consultationwith the staff on the proposed ETV project in LatinAmerica. My appointment as an associate Peace Coipsrepresentative for Colombia and project director of theETV program was made June 1, 1963. Immediatelythereafter I undertook a fascinating and unusual as-signment, a project which had as its goal the develop-ment and programing of a national ETV network forColombia, South America.

Colombia, in many ways, was uniquely suited forthis project. Its government-owned TV network is oneof the largest and fastest growing in Latin America.It has eight VHF stations on U.S. standards and eighttranslators. The network boasts what is probably theworld's longest microwave jump, a relay of 240 milesbetween two snow-covered peaks in the Andes. Eighty-five percent of Colombia's people and 94 percent ofits schools are within range of the transmitters. Thereare some 300,000 receivers in the country and approxi-mately 14,500,000 people. The needs of its educationalsystem are similar to those of most of the underdevelopedcountries of this hemisphere: not enough teachers, notenough schools, and not enough classrooms. Colombiais a nation where not more than half the populationcan read or write and where the average school teacherhas a fifth-grade education. It is a country with aninadequate national budget to handle the problemscreated by a new generation thirsty for education.

A visit to, and an investigation of, proposed trainingsites in Italy and Puerto Rico led Me to propose to thePC Training Section that training. tike place in theUnited States and Puerto Rico. U. Jrtunately,, a feveroutbreak in Puerto Rico during August and Septemberforced cancellation of this phase of the program. Early


conferences with government, Peace Corps, and A.I.D.officials in Bogota indicated the necessity of initiatingthe volunteer training program at the earliest date ifthe personnel were to be ready to go to work with theopening of the new school year in February 1964.

The first Peace Corps educational television projectgot underway with the arrival of the first contingent ofvolunteers selected for training on June 10, 1963, atthe University of New Mexico Training Center. InWashington, the staff had been busy during April andMay selecting the volunteers with the assistance ofDavid Stewart of the Joint Council on EducationalTelevision (now the Joint Council on EducationalBroadcasting), Seth Spaulding of the U.S. Office ofEducation, and myself. Volunteers for this assignmenthad been carefully screened for backgrounds, skills,and experiences in communications and/or education.

The major problem confronting me with this firsttrainee group was the development, in cooperation withthe Training Section, of a program for the televisionvolunteers. In addition to the basic program, whichplaced emphasis on language, physical training, areastudies, U.S. institutions, world affairs, and commu-nism, we drafted a specialized program in televisionwhich would provide the volunteers with commonbackgrounds and experiences in educational television.The initial training group of 16 PCV's, which was tocomprise the studio and technical unit for the project,was joined in August by a group of 18 Colombiancounterparts selected in Bogota from the studio per-sonnel of Radiotelevisora Nacional and the Ministry ofEducation. Following three months of basic training atthe Training Center and at station KNME-TV, underthe direction of Claude Hempen and Wayne Bundy, thePCV's were moved to Lincoln, Nebraska. Here at theUniversity of Nebraska the group experienced an in-tensive 30-day technical training session under thedirection of Ron Hull and the personnel of KUON-T V.John Kuiper of the University of Iowa Television Cen-ter was added to this staff and was placed in charge offilm training. In late August the group was sent onhome leave and then reassembled in Washington, D.C.,for a 10-day briefing and visitation of studios in Wash-ington, Hagerstown, Maryland, and New York. Educa-tional station WNDT-TV, at that time under the direc-tion of Sam Gould, conducted a special training sessionfor the Peace Corps-Colombian unit. The group leftNew York on September 20 for Bogota, Colombia.Following a week-long orientation and indoctrinationperiod for the PCV's, the group, including Colombian

27

counterparts and new personnel from RadiotelevisoraNacional, began a six-weeks in-country training sessionat the studios of Radiotelevisora, destined to be thehome of the ETV project.

In the meantime, as project director, I had beenworking with the Washington staff in the selection ofa second volunteer group and the development of atraining program for a "utilization" unit which wouldwork in the field with Colombian teachers using theETV program. This group, which began training inSeptember of 1963, was joined by a Colombian coun-terpart group of 12 educators. Following four monthsof training, which included extensive field work withteachers and students in remote Spanish-speaking areasof New Mexico utilizing the ETV programs of stationKNME-TV, the PCV's were sent on home leave. Mean-while, the Colombian counterparts embarked on a spe-cial visitation program in the Chicago and Washingtonareas. The unit reassembled in Washington and, follow-ing a period of visitations, seminars, and lectures in theWashington and New York area, left or Colombia onJanuary 3, 1964.

A late, but important addition to the project, was acontingent of 26 PCV's originally scheduled for theDominican Republic, but cancelled out of that countrybecause of tenuous government relationships and un-settled conditions following the downfall of Juan Bosch.This unit had originally been screened for backgrounds,training, and experience in the teaching field. The unitunderwent a "crash" ETV program under the directionof James Loper at Los Angeles State College. Utilizingthe facilities of the Los Angeles State College TV Pro-duction Center and the Anaheim School District ETVprogram, the emphasis in training was on utilization,program development, and materials development forteachers and students. The unit arrived in Colombia onDecember 3, 1963, and added needed strength to thepersonnel involved in the project.

Initially, approximately 500 receivers were installedin the state of Cundinamarca, which includes the na-tion's capital, Bogota. In the second half of the currentschool year, an additional 1,000 receivers were to beinstalled in other states of the country. These receiverswere purchased with counterpart funds allocated to theproject by the U.S. Agency for International Develop-ment.

The original group of five ETV technicians wasjoined in January of 1964 by a group of six techniciansfrom the second unit. Working with Colombian tech-nical assistants assigned from Radiotelevisora Nacional,this group installed, repaired, and maintained all re-ceiver and antennae equipment. One of the chief prob-lems this group encountered was the difficulty of in-stalling antennas on schools with tile, thatch, andbamboo roofs. After the chief technician, Charles Perryof Chattanooga, Tennessee, broke through the roofbut survived the fall to the classroom floor, speciallight weight aluminum extension ladders were procuredfor the technicians' use.

Colombia's educational television network went onthe air March 2, 1964, with the beginning of the schoolyear, and ETV programs were receir,..4 not only inCundinamarca, but across the length and breadth of

28

the country. The first programs telecast were in thearea of teacher training. These programs were in ad-vance of the in-class telecasts and were designed toacquaint the teacher with the nature and scope of theproject, as well as to introduce subject areas and teach-ing techniques. All programs are pre-video-taped, andthe resulting library of taped materials insures programcontinuity and future growth. Currently on the air areprograms in mathematics, grades 1 and 5; social sci-ences, rades 3, 4, 5; natural sciences, grades 3, 4, 5;and language, grades 1 and 2. Also, and of primaryimportance to the project, is a continuation of theteacher training programs viewed by all the Colombianteachers using the ETV in-class programs. Future areasto be programed include health, physical education,music, art, vocational training, and literacy.

One of the most important elements of this projectis the use in the field of a large core of teachers whoare experienced and trained Peace Corps volunteers,working with Colombian teachers in "utilization." Thetraditional teaching style in Latin America is the useof lecture and the rote system. Class periods are largelycomposed of verbal exchanges. The lack of texts, black-boards, papers, pencils, etc., in the classroom wouldappall the average American teacher. The ETV graphicand visual materials on the air and the printed studyguides and brochures supplied to the classroom teachersrepresent a powerful graphic presentation which veryfew, if any, Colombian teachers can duplicate in theirteaching situations. The utilization volunteers have beenthoroughly trained in all aspects of visual creation andpresentation. Great emphasis was placed in training onproviding these people with skills that would be usefulin limited situations. Working with the Colombianteachers before, during, and after programs, the utiliza-tion group should in time have a marked effect uponthe performance of the classroom teachers. In the sec-ond half of the current school year, the Ministry ofEducation will select 50 counterpart teachers to workin the field with the PCV utilization group. This willensure a strong cadre of trained Colombians to carryon this important phase of the subject.

Both the Colombian Ministry of Education and thePeace Corps are interested in determining the effective-ness of the project. To evaluate it, the Peace Corps hascontracted with the Stanford Institute of Communica-tions Research. The unit assigned to the research proj-ect is headed by Nathan Maccoby and George Com-stock. These men will spend a good part of their timein Colombia for the next year and a half testing andevaluating all aspects of the project. Undoubtedly theirfindings will have a significant effect on future LatinAmerican ETV projects.

The problems in the field are generally similar tothose found in any U.S. ETV project. However, thereare some unique ones. PCV Kyra Eberle, White Plains,New York, was assigned to the school area surroundingthe village of San Francisco in Colombia. She foundthat transportation in the area was inadequate and timeconsuming. Her problem was solved when the mayorof San Francisco informed the Peace Corps that thevillage would furnish Kyra with a horse for transpor-tation, if the Peace Corps would furnish the saddle. So,


Kyra, like the early day circuit riding ministers, nowcommutes by mountain trail. Another major problemencountered was that of receiver security. Many of theschools which need and want the ETV program areunattended after regular school hours, and it was foundinadvisable to place receivers in schools that did notmaintain someone in residence. One school, in Chia,solved the security problem by imbedding a steel plat-form in the concrete floor of the classroom and thenanchoring the TV receiver to the platform with steelbands and bars. To many of the Colombians in Cundi-namarca's villages, the TV sets given to the schoolshave becom' a matter of civic pride The possibilityof a TV set for their school has even stimulated severalvillage groups to bring electricity into their towns topower the sets.

One of the more interesting uses of ETV in Colom-bia has been the employment of the program in morn-ing primary level classes for the prisoners in LaPicota jail, one of Colombia's largest penal institutions.Elena Rad ley, a PCV from Chicago, Illinois, was origi-nally assigned to work in the jail with a literacy pro-gram. The great interest of the prisoners in learningled her to obtain receivers from the Ministry of Educa-tion and then to organize a school program with themen. She located a sufficient number of educated pris-oners that could work as teachers. The penal system inColombia, unlike that of the United States, has a verylimited rehabilitation program. Consequently, the ETVschool project in La Picota is deluged with prisonerswanting something to do. With literally 24 hours a dayavailable for study, the prisoners make remarkableeducational progress.

r. r . I

In general, Colombian teachers and students are en-thusiastic about the ETV project. In most cases, thereceiver in the classroom is the first that the child orteacher has seen. The excitement engendered in theclassroom by the programs is something that must beseen to be appreciated. It was necessary to have thescreen go black and then have the teacher turn off thereceiver in order to convince the students that the ETVprogram had been completed. While bringing superiorteachers to thousands of youngsters in the classroomevery day, the programs are swiftly upgrading the class-room teachers.

Colombia Peace Corps Director Christopher Sheldonsees the ETV project as the first step in the creationof an entirely new field for the Peace Corps. "I believethat the ETV project will be the most successful tech-nical project which the Peace Corps has entered. It willbe compared with the community development workwhich has been so successful throughout our operations.I feel that ETV will eventually be integrated into allphases of community development work, includinghealth programs, agriculture projects, and literacy train-ing."

The Peace Corps ETV project daily becomes morefirmly entrenched in the educational structure of Co-lombia. It is wishful thinking to hope for "dramatic"results in the first year of the project. Effecting suchchanges in an educational system that has taken hun-dreds of years to develop is neither easy nor to beexpected. However, given time and attention, the ETVprogram may become the most important new develop-ment in the Colombian educational system of the last100 years.

A utilization unit demonstrates the nature and uses of audiovisualequipment at a regional teachers meeting outside Bogota.

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Creative Teachingof the

Culturally Disadvantaged

F. Ward Brunson

In today's society concern for the education of theculturally disadvantaged youth is of major importanceto the educator and to the layman alike. Our societyhas reached a level of complexity and interdependencywhich requires each individual to make his own uniquecontribution. Education is being recognized as the onlymeans by which such a utopian goal can be achieved.For the culturally disadvantaged the usual teachingmethods will not suffice. These people lack the educa-tional background and the learning experiences to suc-ceed in the conventional classroom even though theyhave attended school the usual number of classroomyears. Both the culturally disadvantaged and mentallyhandicapped children tend to have a very limited verbalvocabulary and a very short attention span. It followsthen that these children cannot gain as much fromreading a book or listening to a lecture as would bedesired. Because of these deficiencies they are unableto profit from many of the traditional teaching methods.In a search for a procedure which will both inform andinvolve the disadvantaged person in learning activi-ties, two interesting experiments have been conducted atOmaha South High School in Omaha, Nebraska.

One experiment in directed listening was conductedlast year in which five social studies teachers in 18different classes participated. For this experiment spe-cial tape-recorded lectures were produced, and a care-fully designed listening guide sheet was prepared foreach lecture. The tape recording was the vehicle bywhich the information was conveyed, and the guidesheet served as a focusing device for emphasizing mainideas. A key sentence was selected from each para-graph of the audiovisual narration and printed on theguide sheet, and a blank space was inserted into thesentence at a point where the student was to write inthe key word. This completed work sheet followed thesequence of the presentation, and the pupil filled in theblanks as the presentation proceeded. Such an attention-focusing device makes it very difficult for the studentto tune out the instruction. The guide sheet was dis-cussed in the class, and the student made correctionsfor any misunderstanding he might have received.

Evidence of teachers' opinions, test grades, andpupils' opinions indicates that this form of audiovisualinstruction is a superior method for educating the cul-turally disadvantaged in the field of social studies. Di-rected listening with a completion guide sheet improvesthe student's ability to organize material, increases hisvocabulary, and helps his retention. This claim was


proven by the use of control and experimental groupsand subsequent examinations. Some of the studentswho had always been failures in social studies through-out their previous scholastic careers were able to learn,retain, and pass their courses. This gives a sense ofsatisfaction to both the instructor and the pupil. Thesame technique has been used with motion pictures,sound filmstrips, and lectures.

I believe that lectures should be tape-recorded andpresented to the culturally disadvantaged in order toprovide a consistency of message and a program oflistening.

Intelligence is not confined to any one social statusor geographic area. Mentally superior young people canbe found in all locations. When these students comefrom a culturally disadvantaged household, the schoolprovides the only opportunity to break the bonds ofcultural poverty. One bond, the lack of creativity, canbe broken by teaching creativity to these children by theuse of certain audiovisual methods. I call this teachingdevice The Nebraska Technique of Pupil-Created Au-diovisual Productions. Students who wish to participatein this endeavor are asked to form themselves intogroups of four. In my classes participation is voluntarybecause students must furnish their own mat-rials. Com-mittees are formed, not only because it cuts down thecost of production per person, but also because studentsneed to learn to work with others.

The students are asked to select their own topics.The production should be a relatively small historicalsegment such as The Battle of Gettysburgnot TheCivil War or The Early Life of Abraham LincolnnotAbraham Lincoln, etc. The students are then asked tocompile a bibliography of 24 sources which will illus-trate their topic. By pursuing these sources they becomeinformed about their chosen subject. The final prepara-tion step is the creation of a script or narration for theirproduction.

After the script is completed, 20 pictures are selec-ted to heighten interest or illustrate the various portionsof the script. The students may add effects to make thepresentation sound more realistic as the script is nar-rated on the recording tape. For reproducing their pic-tures into color slides, using my 35mm camera andcopying device, I make the camera settings, but thestudents actually do the work. The students come inafter school, narrate the script, and put the sound effectson the tape. The cue to advance the slides is indicatedby a spoon striking a drinking glass. After the studentsplay back their endeavor they almost invariably re-dotheir narration and often rewrite the entire script. Whenthe report is given in class, the students operate theslide projector, tape recorder, and evaluate their workalong with their fellow students. The best productionsare saved to be used in subsequent terms for the teach-ing of similar units. My students claim that they preferto see the student-produced media rather than some ofthe standard educational films.

Students receive a great deal of satisfaction from thecompletion of a successful production. Participation inthese projects seems to greatly reduce the disciplineproblems that arise with such groups. Another measureof the value of this method is the level of understanding


now attained by these students in social studies. Finally,by the traditional yardstick, their test scores all showimprovement, and some students receive the highestsocial studies grades of their scholastic career. Thelargest gain cannot be measured: It is the feeling ofaccomplishment these young people have as they seeand hear the effect of their creation upon the viewer;but this pride can be recognized as it is mirrored intheir faces.

Electronic Teaching

for School Dropouts

Daniel W. Behnke

An experimental pilot project in the fields of reme-dial reading and social adjustment of able-bodied de-pendent school dropouts between 16 and 20 years ofage was undertaken recently by the Cook County, Illi-nois, Department of Public Aid. The project involvedthe use of electronic teaching facilities and speciallydeveloped reading material and the provision of inten-sive supportive services to the student.

A distinctive feature of this experiment was the in-structional setting designed by the Electronic TeachingFacilities, Inc., of Chicago. Reading instruction wasgiven to the students in a large room that was dividedinto two sections: the instruction area and the studentpositions. The instruction area was located in the frontof the room and was equipped with video and audiofacilities, namely, master teacher desk with controlboard, TV cameras, tachistoscope, controlled reader,and film and slide chains. The teaching system waspredicated on a two-person team in the classroom, theteacher and his technical assistant. Most of the facil-ities were placed behind the teacher and were separatedfrom the rest of the room by a partition. The teachersat at a control board tnd faced the students and oneof the TV cameras.

In front of the teacher there were 24 wooden boothsset up in four rows and clustered by three. Each boothprovided work area for one student and was equippedwith a TV monitor, microphone, and set of head-phones. The lesson material was transmitted by theteacher to the 'student in the booth via TV monitor andearphones, sc that the student saw as well as heard thelesson. At any time during the reading session, thestudent and the teacher could also communicate pri-vately by means of microphone and headphones with-out interrupting the classroom procedure.

The reading program consisted of 54 90-minutesessions scheduled for Monday, Wednesday, and Fridayduring a period of 18 weeks. The 33 students involvedin the experiment were divided into two groups on thebasis of how far they lived from the class site, those

31

living closest reporting to the first class, the remainderto the second.

The pioneering character of the experiment did notallow for measuring in depth the effectiveness of theelectronic teaching facilities; however, it was noted thatthis type of instructional setting has certain advantagesfor the dropout and that it was preferred over theregular classroom by the vast majority of the youthsin the sample. The setting enabled the individual youthto be free from normal classroom procedures and com-petition, thereby allowing him to progress at a pacedetermined only by his own ability. It also providedfewer distractions for the dropout, whose attention spanis rather limited due to prior damage from a successionof failures. For the teacher, this arrangement providedan opportunity to become aware immediately of thestudent's reading difficulties, to help him right away,and, if necessary, to revise the lesson material.

Other findings of the experiment appeared to indi-cate that any educational or work-oriented programfor dependent school dropouts should be undergirdedwith strong and individualized supportive measures,because many of these youths reveal not only educa-tional problems but also social and emotional prob-lems. It was further found that the students whoprogressed most in reading skills had also shown morepositive change in behavior.

"The Neighborhood Show"rn

Robert D. Smith

"The Neighborhood Show" is a series of daily hail -hour television programs designed to provide healthand welfare agencies' of the nation's capital city with aforceful, compelling, and regularly attended instrumentof communication between themselves and the low-income population they serve, as well as a medium ofself-expression for impoverished and disadvantagedpeople in the District of Columbia. The programs willbe produced by, and telecast on, WETA/Channel 26,Washington's noncommercial educational televisionstation.

Under the leadership and coordination of the UnitedPlanning Organization, such agencies as Washington'sUrban League, neighborhood church organizations,settlement houses, block social clubs, and other agen-cies are cooperating to mount a major attack upon theconditions that characterize a large area of the Districtof Columbia as a disadvantaged community. The"Neighborhood Show" will become an instrumentwhich these organizations will use effectively as partof their broad action program to change or remove thesources of poverty.

The outward appearance of "The Neighborhood

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Show" will resemble NBC's "Today Show," in that the"Neighborhood Show" will consist of a series of shortfeatures on many different topics presented by programhosts drawn from the indigenous talent of the targetaudience. These features will fall into two classes: (a)functionally useful information presented in interestingand usable form, and (b) pure entertainment drawnfrom and representing the best of the indigenous talentof the target audience.

A sample of topics featured in the programs wouldcontain the following:

Rights to adequate housing and where to find itInexpensive housing improvementsBuying food and preparing meals on limited

budgets"Hotline to Employment," a regular feature list-

ing jobs and job-training opportunities availableInterviews with employers about opportunities for

workGetting ahead on the jobChild and baby care facilities availablePreschool and day care facilities for working

parentsVocational retraining opportunitiesFree or inexpensive medical facilitiesInformation about social security and public assis-

tanceNeighborhood newsPublic school courses and objectivesSubjects children are learning in schoolHow to buy consumer goods wiselyHow, where, and when to borrow moneyRodent and insect exterminationCoverage of neighborhood socials and meetingsDramatic and musical performances by local talentBrief interviews with doctors, policemen, retailers,

judges, social workers, credit collectors, teachers, truckdrivers, bricklayers, unemployed persons, housewives,school children, ministers, and others who are part ofeveryday life in the low-income community.

The primary purpose of entertainment segments isto attract a large and faithful audience which will enjoyand find useful the information about services availablein the community, opportunities for employment andeducation, methods of improving living standards, andother topics which are woven into the programs.

The features on each program will be of differentlength and employ every possible format to heighteninterest. The programs will be telecast on WETA/Channel 26, Monday throe ;h Friday at the din-ner hour. It is expected that the programs will be re-broadcast on a Washington commercial channel thefollowing morning to maximize exposure to the targetaudience. The programs will be produced live in thestudios of WETA with prerecorded segments producedat various locations by two alternating productionteams. The two teams will each be equipped withsound-on-film cameras, still cameras, and transistorizedtape recorders to provide for extensive location pro-duction of segments for integration into the studioprograms. The WETA mobile videotape truck will beused to record important events which take place in


the target community. The recent establishment of theWETA major production studios on the campus ofHoward University in Washington, at the edge of amajor area of poverty in the District, will facilitatemaximum participation in the programs by individualsin the audience.

To achieve high initial utilization of the program bythe target audience, the United Planning Organizationand its affiliated neighborhood agencies will place intoservice at least 50 portable television sets at points inthe area where people congregate. Some sets will beplaced in store fronts with external speakers mountedoutside. Other sets will be placed semipermanently inmeeting halls of the neighborhood agencies, settlementhouses, restaurants, and bars. Still others will be movedfrom locale to locale on a temporary basis to provideviewing posts for neighborhoods whose residents arethen participating in programs. This high degree ofinvolvement of neighborhood residents and local talentgroups, coupled with the advertising of viewing postsfor such occasions, is designed to attract large initialinterest in the programs, hopefully develop habitualviewing on the part of the target audience, and over-come whatever temporary problems might arise out ofthe fact that not all sets in homes now receive UHFtelevision channels.

In addition to this plan to maximize viewing, theneighborhood agencies also will serve as recruitingpoints for participating talent; feed program featureideas to the production teams; provide location produc-tion points; be alert to, and record, audience responseto the programs; and serve as distribution points foruseful written information publicized on the programs.But most of all, the neighborhood agencies will beserved by, rather than serve, the programs, for theprograms are designed to direct the audience to thevarious agencies for services, assistance, and oppor-tunities that are available.

At this writing, an initial appropriation of programdevelopment funds has been approved by the Officeof Economic Opportunity through the United Plan-ning Organization, as an integral part of the broadlybased design to attack the problems of poverty inWashington. The funds made available to WETA willallow further development of the project, the estab-lishment of working relations with neighborhood agen-cies, and the design of the first month's programs.

In addition to its value to Washington organizationsas they launch the war on poverty in the ttion'scapital, it is expected that the television prof, willdemonstrate to similar organizations throughout thecountry that, (a) a continuing daily television programcan- be an effective and economical tool in the handsof health, welfare, vocational, educational, and legalorganizations charged with the responsibility of attack-ing poverty and deprivation, (b) that television is aspotent a means of stimulating community action as itis a medium of entertainment and diversion, and (c)that noncommercial educational television is the tele-vision institution in this country best fitted, philosoph-ically and economically, to program on a sustainedbasis for special audiences within a community.


Audiovisual Aids in Appalachia

James E. Moore and Estill Davidson

Appalachia is an area characterized by beautifulscenery and proud and willing people. It is also anarea beset by dwindling natural resources resultingfrom exploitation, by lack of opportunity for industrialemployment, and, consequently, by poor roads andschools.

Many of the school-age children growing up in Ap-palachia today, therefore, are economically and cultur-ally disadvantaged. It is important that these childrenacquire information on conservation and . the import-ance of good schools and roads, and that they gain adeeper understanding of how people in other parts ofthe United States and in other lands live.

In Laurel County, Kentucky, the Keavy ElementarySchool has inaugurated a new and better audiovisualaids program in an attempt to bring needed informationand understanding to its students. It is felt that if thesechildren are exposed to a variety of new experiencesthrough a number of media, their cultural level willrise, their attitudes will change, and that this in turnwill result in an across-the-board improvement in thestatus of their area.

Teaching aids and supplemental equipment are beingfurnished for the various subject areas at differentlevels of ability. The equipment in the school includestwo slide projectors, one overhead projector, one 16mmprojector, three record players, three microscopes anda science kit, and numerous maps, charts, and primaryvisual aids. There are over 100 filmstrips and dozensof records pertaining to some important subject area.The use of this material is set up according to theneeds of the pupils and the teachers. Each class isorganized for the maximum use of the audiovisualmaterials. The teachers and pupils make good use of thematerials and are proud they have such materials towork with in the various subject areas.

Keavy School has a primary block in grades 1-3where each child progresses at his own rate of ability.Many audiovisual materials are in use in this program,particularly in science and reading.

A 30-minute program each week has been set upto show free films in the areas of science, math, socialstudies, and other subjects. These films are booked inadvance and are used in conjunction with regular unitswhich are being presented by the teachers.

All audiovisual equipment and materials are storedin the library, where each teacher has access to them.

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Filmstrips are filed in carrying cases for each subjecttaught, which minimizes the time needed to look formaterials in a particular subject field.

Keavy Elementary School is located 12 miles fromthe County Seat of Laurel in a small farming commu-nity. As a result of the school's being located in Keavy,the community has come to be a prosperous one. Anexcellent beginning has been made in Keavy in the useof media for the education of the disadvantaged. Planscall for the improvement and expansion of the programof audiovisual aids, for it is realized that such aprogram is a great help in improving the teaching-learning process. Most important, the children of KeavyElementary School are getting cultural enrichment fromthis program that could not otherwise be given them.

Teaching Students from

Bilingual or Non-English

Speaking Homes

Iris Mulvaney

Two of several efforts in the Tucson Public Schoolsto create educational programs suited to the needs ofdisadvantaged students have made extensive use ofvaried media and teaching techniques. Many pupils inSafford and Wakefield Junior High Schools are frombilingual or non-English speaking homes with limitedsocioeconomic resources. The major instructional needsto motivate and to increase facility in Englishwereapproached differently in each of the two schools. Oneemphasized the refinement of language skills; the other,a change in the student's self-concept. Now in theirthird year of operation, each project has sent its firstgroup of "graduates" to senior high schools.

At Safford Junior High a social case worker, a coun-selor, and two teams of four teachers working togetherone team with half the seventh grade, one with halfthe eighth gradefocused their efforts on:

Helping students to discover and take pride intheir dual heritage as Americans and as members ofa particular cultural group

Promoting self-analysis, self-awareness, self-re-spect, and self-direction so that students will considerthe future and the need to establish life goals forthemselves

Providing experiences beyond textbooks, bothactive and vicarious, to help students extend their con-cept of community and communicate better withintheir environment.

To achieve these goals the teams have complete free-dom to develop or discover instructional materials.Teachers have learned that what they might consider

34

the simplest knowledge and most basic experience can-not be taken for granted as being within the backgroundof these students. Since units must be experimentallyand experientially based, innovations and explorationare continuous. Use of speakers, demonitrations, news-papers, overhead projectors, microphones, tape record-ers, listening labs, filmstrips, and film projectors wasconstant, as were visits to community resources.

In the block of time allowedabout four clockhoursboth large- and small-group instruction oc-curred. For the entire group of about 130 students,teaching centered on general activities such as reportingthe local, state, and national news and then relating itto language activities, social studies, and arithmetic.Guide questions in reading and English, problems inarithmetic, and graphs and charts in social studies werepresented as transparencies on the overhead projector.This method of presentation proved to be much moreeffective than the presentation of the same material ondittoed sheets or in a textbook. Field trips culminatedin reports typed in outline form or summarized so thatstudents could see on the overhead projector what theyand their classmates had stated about their trips. Fromthese transparencies students took notes for the dailylog kept in their notebooks.

Since students took turns on the panels which re-ported the news, many progressed in the study skill ofselecting important ideas and significant detail; severalbecame quite proficient in speaking over the micro-phone, evidencing growth in both enunciation andpronunciation; and others learned how to state ideassuccinctly.

During the six-weeks session at the University ofArizona Education Learning Center, the students andteachers were transported from school to the center bybus each day. Students were grouped by means ofteacher conferences and interest inventories so thatvisits could be made to the various colleges, libraries,and museums and to the audiovisual services center onthe campus. In the learning center, flexible groupingswere emphasized so that a few students could use manydifferent types of resources while a large group studiedthrough use of films or filmstrips, listened to speakersand panels, or pursued group projects in investigatingcertain prevocational interests. A review of daily diariesand self-evaluations revealed the students' awareness oflearning through mti:e other than books.

The ability of these students to go on to high schooland to succeed in greater numbers than has been truein the past must be, of course, the real evaluation ofthe specialized instruction. The team teachers as wellas the students are enthusiastic supporters of the proj-ect; many of the latter have requested that their youngerbrothers and sisters be placed in such classes when theyarrive in junior high school. One indication of the suc-cess of the program is its holding power, since dropoutswere three times more frequent among students not inthe project.

At Wakefield Junior High School, instruction wascentered on improving students' use of English and inproviding sufficient motivation to prevent their feelingdisgruntled because they were singled out for a special-ized type of teaching. Although students chose to be in


the group, it was necessary to stimulate their pride inboth personal and group improvement.

One teacher, well-prepared in anthropology and withsome knowledge of linguistic analysis, was homeroomteacher for the group, retaining them for approximatelythree and one-half clock hours and centering her in-struction on improved understanding and use of Eng-lish. Based on modified social studies content, theprimary skills stressed were listening and systematicallycontrolled speaking, since several elements in the stu-dents' first language, Spanish, interfered with Englishproficiency.

Instructional activities based on combined audio-lingual and audiovisual techniques included the follow-ing:

Language records were used in a simplified lan-guage laboratory (8 headsets inserted into one or morejack-boxes attached to a record player).

The same listening device was used with a taperecorder. Small groups practiced specific drills in pro-nunciation or sentence patterns. Students also listenedto stories tape-recorded by a variety of individuals ofdiffering age and sex. As they followed in their books,emphasis was on pronunciation, intonation, and rhythm.

Charts were used extensively for various purposes:to illustrate Spanish-English contrasts, intonation con-tours, kernel sentences, and other elements of languagestructure. On constant display were charts with theInternational Phonetic Alphabet symbols. Althoughstudents were not required to memorize them, theyquickly learned how effectively these symbols couldhelp them in their hearing, pronunciation, and spellingdifficulties.

Linguistic analysis and comparison of specificphonetic and syntactical items in English and Spanishprovided students with insights into the nature of theirproblems. Generative grammar, which enables anyspeaker to generate many sentences from a few kernelor model sentences, was found to be a successful tech-nique enabling the students to use vocabulary wordsthey already knew in systematic grammatical patterns.

Free discussion frequently stimulated by films,filmstrips, and recordings encouraged the use of oralEnglish, but more important, provided a valuable diag-nostic opportunity for teacher and students alike. Onthe basis of this diagnosis, sequential materials wereprepared and evaluated by the students.

The opaque projector was used to display stu-dents' work and other instructional materials. Pictures,generally depicting phases of American culture, wereused to broaden the experiential background and toprovide topics for the controlled syntactical structuringof students' ideas. Thus, through a deeper knowledgeof English structure, constantly reinforced by daily oralpractice, these students learned to progress from theconcrete to the abstract, from the specific to the general.

The same group continued with similar instructionthe following year. Significantly, most of these studentsdid not "regress" during the summer months. A morerapid accretion of learning was observed and accreditedto mastery of fundamental skills which previously hadbeen lacking. Standardized tests and tape recordingsgiven before students entered grade seven and at the


end of grade eight showed encouraging results, espe-cially in reading, listening, and abstract reasoning skills.While some students were able to function effectivelyat grade level, others were still in need of remedialinstruction.

Improvement in poise and confidence was clearlydiscernible, but how much of this could be attributedto the fact that the group was frequently "on display"is not known.

Eventually the approach to language learning devel-oped at Wakefield will probably be one section of thebroader program in progress at Safford, which, in turn,may become the pattern of instruction recommendedto all schools with large populations of bilinguals orculturally deprived students.

The real need is to incorporate such instruction intothe curriculum in a planned sequence from the timethese children enter school, but regardless of the gradelevel at which such an attempt is made, teachers whohave worked with the classes at Safford and at Wake-field know that purposeful, consistent use of variedmedia can speed learning for these students.

Environment-Enrichment

Program in Pennsylvania

Henry W. Ray

Centennial School District, Johnsville, Pennsylvania,contains the hub school for an "environment-enrich-ment" program sponsored by the Pennsylvania Depart-ment of Public Instruction, the Pennsylvania Depart-ment of Health and Welfare, and our local schooldistrict. The Ford Foundation provides supportingfunds for this project, which is designed to cover aperiod of five years and was inaugurated at the begin-ning of the 19.63 -64 school year.

The goal of this project is to reduce the number ofhigh school dropouts by providing underprivilegedchildren with an earlier and better start in education.The children who are involved in this project beginschool at a minimum of three and a half years. Theyare selected from families who would fit. into class 4and class 5 of the Hollingshead Scale.

We believe that some of the learning problems ofchildren who fit into the category often labeled "cul-turally deprived" will be lessened if their experiencebackground is enlarged and enriched through selectedvisual and aural experiences.

Eight millimeter films are an excellent resource touse with these children. We use films in 8mm cartridgeformat and in 8mm sound. Most of these films repre-

35

sent our personal production efforts, for at the presenttime there are few suitable 8mm films available fromcommercial sources. We are using a few of the "Head-line" series from Castle Films, Inc., which are 50 feetin length and can be contained in the Technicolorprojector cartridge.

Our most useful films have been ones which havebeen filmed in the immediate school community area.They include heavy road machinery in operation, farmanimals, traffic scenes, and other common things whichhave the quality of motion. A 10-foot length of filmshowing a horse and pony in action holds the attentionof the children for a surprising period of time. Thecontinuous repeating action made possible by the loop/cartridge is a real boon for teaching.

Thirty-five millimeter color positive slides are usedextensively. These are presented to the children at aprojection session in sets of 15 or 20 slides. It has beenour policy to use series of slides which offer a broad,highly varied experience. Each individual slide projectedis a surprise, and attention by the children is alwaysstrong. A typical set of color slides might include slidesof a doll, a store window, a fireplug, a street corner, apiece of construction machinery, a painting, a characterfrom a comic strip, a flower, a zoo animal, a pet, anda piece of sculpture.

Slides are also included which challenge the child'sability to distinguish figure from ground, to recognizeweather conditions such as a rainy day, a sunny day, awindy day, and a broad range of other concepts.

It is interesting to note that the children related theprojection of slides to a book. A common declarationby the children, impatient for the next slide to be pro-jected, was "Turn the page!"

Sixteen millimeter films were made occasionally fordocumentary purposes. These sometimes were projectedfor the children and used by the teacher to help themreflect upon what they had been doing. These filmssometimes recorded some highly active behavior situa-tions which the teacher used to advantage as mirrorsof behavior and subsequent social learnings for thechildren.

Commercial disc recordings were used extensivelyand were popular with the children. These included storyrecords, music, rhythm, and game recordings.

A popular piece of equipment is a metal sand boxconverted to a water box. In the inch or two of watercontained in this box the children filled and emptieda variety of sizes of plastic bottles and other containers.Detergent was sometimes added to make the waterpleasantly "bubbly." We believe the children experi-enced some beginnings in understanding concepts ofliquid volume and properties of liquids.

The teacher was constantly inventing devices andtechniques through which the children gained increasedpower to listen and to speak, to see, to hear, and to feel.Paper cups and scraps of cloth, bits of wood andhammer and nails, walks to a brook, and a bus trip toa nearby farmthese and many other effective designsand devices make up the world of audiovisual resourcesthat have been and are being used successfully to enrichand salvage the potential of the culturally deprivedchild.

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Audiovisual Education

for the Migrant Child

Cassandra Stockburger

Growing up in crowded shacks without books, maga-zines, television, or newspapers, and in families too pre-occupied with earning a few dollars to buy bread totake time for many words with each other produces ageneration of seriously disadvantaged children. Themigrant child suffers even more than most of the dis-advantaged poor because his mobility prohibits theformation of any lasting ties with community services,the school, the church, or recreational facilities. There-fore few stimuli from outside the family ever reach him.Traveling as he does in crowded busses or cars or in theback of a covered truck, he sees little and understandsless of what he sees.

For these reasons when the migrant child is enrolledin a school program it is important that he be sur-rounded by many good audiovisual materials which willenable him to grasp new concepts and to understand theimages, both old and new, which he encounters. Readingand communication skills of migrant children are usuallyseverely retarded either because of a limited vocabu-lary in their native language or a non-English speakinghome environment. Under these circumstances audio-visuals assume a highly significant role in building vo-cabulary and in helping the child understand what hesees and hears.

Efforts to build an effective audiovisual programwith migrant children have been few. Most have beenentirely dependent on the initiative and the ingenuityof an individual teacher or school administrator.

This past summer the Cedartown, New Jersey, schoolfor migrant children operated by the State Departmentof Education did attempt to improve the use of audio-visuals in their program by planning units of studywhich would involve a maximum use of various media.A special room was set aside for the project with theolder primary group. "The Westward Movement" wasdecided upon as one unit of study. Movies, filmstrips,books, stories, records, and songs dealing with thishistorical period in the development of the United Stateswere assembled.

The children participated actively in the unit. Notonly did they watch the films, but the teachers involvedthem in conversation about what they had seen andheard. It was discovered, for instance, that not a single


4

child understood the term "covered wagon" althoughmany of these children had traveled northward in acovered truck. Their experiences enroute could nothave been too unsimilar to many of those met by thewestward migrants a century ago. Songs of the Westwere sung. The children readily responded to therhythm of western tunes. Some responded by bringingtheir own records to class or by singing folk songsfrom their own experience. Others wrote new songsbased on the unit or on their ewn travel experiences.

The second unit was on the use of the telephone. Akit prepared especially for school use was securedfrom the telephone company. This equipment allowedthe children to have real telephone conversations andto learn the proper use of the equipment. The movie"Adventures in Telezonia" and other films supplied bythe telephone company were used to teach telephonemanners, etc. It was discovered that almost no child inthe class had ever used a telephone. Planning andcarrying out phone conversations with their teacherand other students provided much needed practice inverbal communication skills.

Mr. Gino Baraffi, principal of the Cedartown school,praised its initial success. He said, "These migrantyoungsters lack most of the experiences we take forgranted. Pictures enable them to relate to new ideasmore readily." He felt that the combined use of variousmedia to stimulate the children and to provide newinformation had given the children's lives a new di-mension, increased their vocabulary, and aided thedevelopment of communication skills in general.

Teaching the "Big City"to the Migrant Child

Alfred M. Potts, II

It is a relative truth that children of agriculturalmigratory families are different. For the teacher of themigrant child it is important to know how they aredifferent, from whom they are different, and in whatway they are different.

The major question for response here is: What audio-visual means may be effectively provided and fullyutilized for achievement of desirable learning by themigrant child?

The first of two supportive questions must beanswered initially. What are the possessed differencesin characteristics that must be known and consideredin curriculum preparation? These differences stemchiefly from the varied cultural environments in which


the children live and receive their behavioral training.The migrant child's differences are often quite at vari-ance with the child reared in the dominant culturepatterns. To achieve two-way understanding and accept-ance between groups the children might relate theirexperiences through free-hand drawings of "things"they know about and verbal description of their works.

The second question then may be considered. Whatare the objectives to be achieved through schooling?If the assumption is accepted that children of minoritycultures do need to learn the competencies of the domi-nant culture to achieve socioeconomic sufficiency, is itthe school's prerogative to direct the child into thedominant culture stream to the exclusion of the nativeculture? If the school would assume a responsibility forbiculturation of the child, both child and society mightbe the benefactors. Whichever the direction, enrich-ment will result in visual and understandable presenta-tion of the life-associations and cultures of both groups.Anthropomorphized animal characters are especiallyuseful in transcending racial and ethnic group preju-dices.

Regardless of the direction selected, the matter ofreadiness for learning must be considered. The learningwhich has been achieved by a migrant child from hisenvironment varies in level and is of eclectic nature. Hislife conditions have failed to create a readiness for learn-ing comparable to the readiness of the dominant groupchild. This may be due largely, to the lack of interpreta-tion or association of meaning with things seen, heard,or experienced. It may be partially due to a differentframe of value orientation in his cultural setting to suchlife-related elements as time, health, family, religion,economics, and play. The teacher may identify pupilvalue-orientations in observation of play, in the respon-siveness in daily interpupil and intergroup activities, andin the manipulation of models, puppets, and equipment.

The migrant child is handicapped by having thisdifferent or lesser background for comprehension. Thissuggests that he has more to learn. To overcome thesehandicaps-in_the school situation, it is necessary to pre-sent knowledge and -to develop skills in a manner thatcan be absorbed. Visual representation of things and ofideas, with parallel audio presentation for developmentof communications skills, are proving to be highlyeffective approaches. Adaptability of audiovisual com-munications to the variables in achievement levels ofmigrant children can make a unique contribution tocurriculum.

Few migrant children are truly "bilingual." WhetherEnglish, Spanish, or an Indian tongue, o: English andanother is spoken, their verbal competence is limited.Of continuing difficulty for them is that similar wordsin different languages can have different meanings; oneword in English can have multiple meanings and usage.The child's understanding of the semantic of soundsymbols, i.e., words, is minimal. Words secure theirmeanings from the culture of which they are a part.It is necessary to learn the idea, the concept within thecontext of the culture-association. "Seeing"with itsfull implicationthe meaningfulness of things, ideas,and words is aided by visual representation and lan-guage association.

87

In the excellent migrant education program of Colo-rado it has been found that filmstrips are more effectivethan the motion picture. The child can look at a filmwithout "seeing" it, without understanding it. Noncon-sciousness during the viewing is a block to comprehen-sion. With filmstrips, however, one image can be shownfor the duration of a learning exercise, with transfer ofimages for association. "Real" images have greatervalue than representative graphic charts, maps, or otherforms.

Possibly the most effective audiovisual experiencingis in the use of field trips. The planning for trips shouldinclude selection of the place to be visited for the poten-tial it offers in achieving a purpose. The experiencingthrough seeing, hearing, doing, and responsive express-ing should be planned with (a) an introductory orienta-tion, (b) through the specific elements, and (c)climaxed with an integration and correlation for totalmeaningfulness of what is seen. Attaching the child insome personal way to the learning at an early phase ofthe experience will create greater receptivity, retention,and meaningfulness.

An example will illustrate potentials to be utilizedby the teaching staff. Note that the emphasis is placedupon creating a learning situation. The. teaching elementis related to the learning in a role of a skill tool. Ontrips, plan for the teachers of each grade level to relatelearning to his respective group.

To learn the concept of "big city" is the aim. Stillpictures and action pictures of the whole city, segments,buildings, parks, traffic, and of people on streets, atwork, and at home can be shown and explained. Con-trasting pictures of rural and small communities familiarto the children can be interposed for clarity throughcontrast. Through socio-drama pupils may relate toconceptualization of their way of life.

The trip itself should be planned to see the variedelements of "big city" that were introduced beforehandwith pictures. The movement, the activities of the peoplecan be related to the buildings, streets, vehicles, parks.Following the viewing of the separate elements of thecity, it might be possible to ascend a hill or tall buildingto see the whole of it from above.

The follow-up to the trip could include a secondshowing of some of the pictures first used. A "big city"socio-drama might also be presented. Here is opportu-nity for development of linguistic skills: the correct pro-nunciation of the words needed to tell about the city,their meanings, their correct use in sentences with stresson patterns and grammatical structures, and their rep-resentation with written symbols which can be repro-duced, stored, and read. Student production of symbolicmaterials can be especially meaningful and influentialto comprehension.

The education of a migrant child often involves duallearning; it may involve the "unlearning" of erroneousprevious conceptions and, above all, it involves learningfrom the ground up because of the limitations of thechild's preparation. Nonverbal comparative creationscan be most effective in such parallel learning activities.

With migrant children, one cannot assume adequatedevelopment of either the concept or the cultural setting,

38

or of the linguistic facility in its cultural setting. To bereasonably sure of comprehension, each learning shouldbe developed in full without presuming that its support-ing elements are known. It cannot be assumed that amigrant child knows merely because he says he knows.The use of visual aids is of unsurpassed value in cross-ing barriers that result from linguistic deficiencies andcultural disorientations.

Audiovisual presentation is one of the necessarymeans in providing learning situations for the migrantchild. Though not totally self-sufficient, it is indispens-able. It must neither be ignored nor considered as self-sufficient. Integrate ituse itand use it with creativewisdom.

Indian Materials

Centers

Hildegard Thompson

The American public generally is either uninformedor misinformed about the segment of the nationalpopulation of Indian ancestry that lives on Indian res-ervations, primarily in Western States. This groupnumbers over 300,000. Most of these Indians look tothe Bureau of Indian Affairs of the Department ofthe Interior to serve as trustee of their property, andmany of them must still look to the Bureau of IndianAffairs for special services such as education.

Generally speaking, residents of Indian reservationsare not as well educated as the rest of the nationalpopulation. The causes of this situation are complexand historically rooted. The educated Indian of thepast, lacking opportunities on the reservation to makethe fullest use of his high school or college education,moved elsewhere, leaving the less educated on the res-ervation. This situation is changing. Indians increas-ingly are insisting on expanded educational oppor-tunities for themselves and their children. Consequently,high school and college enrollments are mounting.

Two thirds of the Indian children attend publicschools, but the Bureau operates a school system oncertain reservations where public schools are not avail-able and for Indian children who need special programsto overcome serious educational and social deficits.Over 50,000 educationally or socially disadvantagedIndian children are enrolled in over 263 Bureau schools.

These children enter school with all of the disad-vantages of rural poverty and isolation plus a morevexing language disadvantage. Almost all of theseIndian children must learn to speak English after they


I

i;"

Indian students in the Intermountain School in Utah use the taperecorder to record travel experiences and to improve their speech.

enter school. Those who do speak English whenthey enter Bureau schools usually speak it poorly astheir second, not their first, language.

Bureau schools are charged with the responsibilityof teaching English as well as giving the special typeof instruction needed to bring these disadvantagedIndian youth abreast with the demands of the times.

The Bureau relies heavily on specially preparedteaching materials reinforced with audiovisual aids.Bureau teachers use a great variety of aids such asfilmstrips, films, charts, slides, pictures, models, taperecorders, and records to develop new concepts andunderstandings that would otherwise be difficult forIndian students with limited English to grasp throughverbal presentation alone.

Recognizing the importance of visual and auditoryreinforcements, the Bureau has designed a materialscenter to be included in all new schools, and during thepast year has constructed several such centers. Thematerials center adjoins the library and the two func-tion as a unit.

The materials center is equipped with a variety ofvisual and auditory materials and equipment for useby both teachers and students. Work space is providedfor both individual work and small-group activity. Astudent may practice his English speech on tape re-


corders, listen to English speech on records and tapes,or prepare visual materials to supplement his classpresentations. Small groups may work on group proj-ects.

Teachers are provided work space to prepare mate-rials for instructional purposes. Both teachers andstudent, may check out visual materials in the samemanner as library books. Librarians with the assistanceof visual aid technicians assist both teachers and stu-dents in the use of the equipment and materials.

One Bureau high school, the Intermountain School,offers a program to train visual aid technicians. Thematerials center is used as an instructional laboratoryfor a course on how to use and maintain modernaudiovisual equipment; how to inspect and repairfilm; how to prepare slides, charts, and tape; and howto manage and operate a materials center. The grad-uates of this course are in great demand in Bureauschools and in visual aids distribution centers outsidethe Bureau.

The library-materials center is becoming the heartof the instructional program in Bureau schools. Thiscenter is making a great contribution to the Bureau'seffort to tring undereducated, disadvantaged Indianchildren and youth abreast with the needs of thetwentieth century.

39

44,

New York CityReport

Edward G. Bernard

In the New York City school system, the Bureau ofAudio-Visual Instruction is engaged in many projectsto improve applications of the newer instructional mediaand methods in the education of the disadvantaged.

In the field of early childhood, a study is under wayin two schools in Williamsburg at the kindergarten-second grade level to develop more intensive applica-tions of multimedia resources, particularly in relationto language development skills and citizenship. A majoremphasis is on improving school-home liaison duringthe six months prior to children's entry into kinder-garten, involving the use of special color slide orienta-tion for parents.

The most important of the school system's specialprojects for the disadvantaged is the "More EffectiveSchools" program sponsored by the superintendent ofschools. This has a major audiovisual instruction em-phasis and includes provision of full-time audiovisual-ists and intensive and enriched use of the newer teach-ing tools in language skills development.

In cooperation with the Office of Research of theCity University of New York, a special formal studyof the role and contributions of audiovisual resourcesin teaching reading is being undertaken in 11 elemen-tary schools with the assistance of a grant from theU.S. Office of Education.

For several years the Bureau of Audio-Visual In-struction also has been cooperating with the Divisionof Elementary Schools in a pilot demonstration projectinvolving about 11 schools. This project has beenshowing valuable results in the intensive use of film-strips and phonograph records in elementary readinginstruction to strengthen the experiential base for con-cept development.

Closely related to the reading project is the culturalresources service program of the Bureau of Audio-Visual Instruction. This service includes performancesby touring performing arts and theatre groups throughthe schools, particularly offerings of Shakespeare andballet programs and opera groups. A Saturday morningtheatre project in a number of neighborhood schoolshas met with considerable success. Many thousands ofpupils are being enabled to strengthen their culturalbackground through the provision of discount pricesand free tickets to valuable performing arts experiencesin theatres. In cooperation with the Metropolitan Opera


Guild and the American National 'theatre and Acad-emy, two large and successful in-service courses farteachers are offered which strengthen their ability touse cultural resources for the education of the disad-vantaged.

The Bureau of Audio-Visual Instruction is also aprincipal element in the Mayor's Committee for YoungPeoples Film Festivals, which is an important projectin the program to improve the use and understandingof film and television.

At the junior high school level and in several ele-mentary schools, pilot projects involving the provisionof a full-time audiovisualist within each individualschool are being conducted to improve the utilizationof the newer instructional media. The selected schoolsare mostly in disadvantaged areas.

Another project showing great promise is the use ofsimultaneous translator equipment in schools havinglarge registrations of non-English speaking parents,particularly those from Puerto Rico, which makes pos-sible highly significant improvements in school-homeliaison.

In several schools a promising exploratory use ofcamera clubs and photography at the elementary levelis being related to the development of improved learn-ing in creative expression in spoken language skills andscience.

Single concept 8mm films are being produced in sev-eral projects to improve the teaching of vocationalskills and elementary instruction in handwriting.

Two large-scale film production projects also are di-rected at improving the instruction of the disadvantaged.The first of these is a series of films presenting hero-images and occupational guidance to enhance the self-image of the disadvantaged child; the second is directedat strengthening teacher recruitment for schools indisadvantaged areas.

MilwaukeeReport

Gerard P. Farley

At first glance, Milwaukee's experience in "behind-the-wheel" driver education instruction refutes the claimthat disadvantaged students need special treatment orconsideration. Of the 3,175 students who took thiscourse in the summer of 1964, only 27 dropped thecourse, 20 failed, and two moved away. These youngpeoplea random sample of the local school popula-tionhad to pass a written state examination and aState Motor Vehicle Department driver's test to corn-


plete the course. Some may wonder how the disadvan-taged could compete on equal terms with all otherstudents, In this case, a wide range of media was em-ployed: the Driv-O-Trainer, 8mm films, instructionaltelevision, filmstrips, models, and late model cars. Whydid 98,5 percent succeed in this course? Two reasonsstand out sharply: first, the students were dealing withthe "real thing"it was a firsthand experience; second,they were highly motivatedthey wanted to earn alicense to drive. Undoubtedly, students will work harderand gain greater success if instruction is made morerealistic and school goals have real meaning for them.Successful education need not be costly, either. Afterdeducting state aids, the per pupil cost for this valuablesix-weeks course was only 84 cents.

On the other hand, the Audio-Visual Departmentconducted a study last year to determine which teach-ing aids were most appropriate for use in a six-weeksunit of a health course. Films, study guides, filmstrips,slides, charts, recordings, transparencies, and flat pic-tures were sent to health classes in six sections of thecity. All types of media were used, but, admittedly,the motivation was not the same as in driver education.

Teachers and students in the health course indicatedwhich materials were most helpful. When the resultswere tabulated, it became clear that no single mediumwas best for all. Disadvantaged students, in general,needed simpler, slower paced materials, but the exten-sive library of audiovisual materials on different gradelevels provided the variety needed by both the advan-taged and the disadvantaged. This selection remains inthe hands of the only perm' who can make the rightchoicethe classroom teacher.

Equality of opportunity has been provided througha fair and generous system of providing equipment ona prescribed basis. Old equipment is replaced on arealistic timetable so that worn-out teaching aids do notdiscourage proper use of the media. That a wide varietyof teaching materials is provided to accompany thisequipment is attested to by the library of over 14,100films, 5,600 filmstrips, 1,100 specimens, 1,300 tapes,and over 74,000 slides. All films are selected by curric-ulum specialists only after close screening, and no singleoffering is approved as the only choice.

Certain programs have been formulated specificallyfor disadvantaged groups. Special classes have been setup for in-migrant and transient students who are handi-capped for various reasons. These students who lackfamiliarity with the community and with 'life in the bigcity" are taken on field trips to extend their contacts.Planned camping trips are also provided. This groupmakes extensive use of all types of audiovisual materials.

Among other disadvantaged groups aided throughaudiovisual technology are the students with foreign orregional speech patterns which serve as a barrier tobasic communication and later job placement. Using asimplified language laboratory and the "listen and re-peat" methods used in teaching foreign language, manyof these children have been helped to learn normal,acceptable speech patterns. Students show rapid im-provement when they realize that speech improvementcan win them new friends and ready acceptance.

Cultural enrichment activities have been added in

41

the fields of music, art, and drama. Stereo music isprovided both through the visit of the Milwaukee Sym-phony Orchestra and through the use of new stereophonographs. Art experiences are extended beyond theregular school day both by activities in the school andout in the community. Dramatic groups visit the schools,and students are invited to join. Scientific and historicexhibits tour the schools to provide enrichment.

A special elementary summer school was conductedin 1964. Unlike the usual program geared to "repeat-ers" or "skippers," this project was conceived for thechild of normal ability who needei enrichment activitiesto strengthen his educational background. The curricu-lum was basically the same as in the regular schoolprogram, but the child's work was extended beyondthe classroom as much as possible. There were manyfield trips, and wide use was made of all audiovisualmedia.

All disadvantages are not of a socioeconomic nature.Some students are disabled because of some physicaldefect. Such is the case of the deaf or extremely hard-of-hearing person. With hearing aids and special ampli-fying systems, these children can be helped in specialclassrooms, but often they miss out on many of theactivities with normal children. This was true of 120children at the Neeskara School until 1964 when aspecial sound induction loop was installed in the schoolauditorium. Since then, they have been participatingfully in the school activities, taking part in programs,plays, film showings, and television presentations. Withthe boost of power now provided, they can hear in thislarge area and mingle more normally with their advan-taged classmates.

During the past year, elementary schools in the de-pressed areas received their first overhead projectors.As an aid the Audio-Visual Department produced a12-minute film which demonstrated what teachers coulddo with this tool and explained services performed bythe department. To assure teacher competency, facultymeetings were required where the Audio-Visual De-partment personnel demonstrated the use of the over-head projector in all subjects and on all grade levels.These faculty demonstrations in the several schoolsserved as a springboard for more realistic and morecolorful teaching by providing a flexible tool which canbe adapted to the needs and interest of a particularclass at its individual stage of readiness.

Over the years there have been a number of teacherand student education programs which have helped thecause of the disadvantaged. For three years, the schoolboard has sponsored a human relations workshop high-lighting community problems, and this year a specialworkshop is being conducted for teachers from theinner city, focusing attention on their special problems.This summer over 1,100 students from grades 5 to 12received special instruction in equipment operation,and a limited number mastered the handling of thelanguage laboratory. This training resulted in muchgreater use of audiovisual equipment and materials,especially in the deprived areas of the city.

Milwaukee has fostered many other programs forthe disadvantaged where the use of media is not, asobvious. In some cases students have been grouped in

42

special classes; in other instances they have remainedwith the normal group after adaptations have beenmade. There is no single solution, but in every projectevery effort is being made to see that the student ishighly motivated and that media are used realistically.Milwaukee is using all the new tools to attack thisproblemand finding some new ways to use old tools.Yes, Milwaukee is concerned about the disadvantaged,and Milwaukee is busy doing something about them.

San DiegoReport

Robert A. Bennett

The McAteer Bill passed by the California StateLegislature has provided the San Diego City Schoolswith funds for an exciting project in compensatory edu-cation. As in other metropolitan areas in the UnitedStates, one section of the city has become the home ofmany children who live in a culture far different fromtt At of the predominantly white, middle-class neighbor-hoods. Children from these "culturally different" homesfrequently come to school with little experience withthe standard English dialect used by their teachers.Many of the cultural resources of the community havenot been used by their families, and the lives of thesechildren have been restricted by the confines of theirimmediate neighborhood. To provide equal educationalopportunities to children living in this environmentrequires additional programs to compensate for theircultural differences.

Imaginative use of instructional materials and audio-visual equipment has proved to be an effective methodof implementing the San Diego program in compensa-tory education. Although much of the first year of theproject (1963-64) was devoted to planning, impor-tant changes in the instructional program were evidentbefore the end of the year. Many elementary schoolchildren had their first library experiences, and "film-trips" were fully operational. This year other newteaching approaches will be introduced. Three pro-grams deserve special mention: "filmtrips," the spokes-man, and the listening post.

The "filmtrip" program was originated to meet aspecial need. At a time when we were attempting toprovide broader community experiences to the childrenfrom culturally different areas of the city, all funds forfield trips were cut off. With a very limited budget theCurriculum Services Division decided t3 produce aseries of filmstrips about the community, which werecalled "filmtrips." Criteria used in selecting topics in-cluded significance of content to the curriculum, use of


children in the pictures as an aid to identification withthe experience, and the unavailability of commercialmaterials on a similar subject. Filmtrips were completedon such subjects as the harbor, airport, telephonecompany, missions, art gallery, theaters, museums,"Historical Old Town," transportation, wholesale andretail markets, the hospital, truck gardens, and or-chards. The only three basic items needed in producingthe filmtrips were a good 35mm camera, a slide-copy-ing camera, and tape recording equipment. A teacher'sguide was prepared for each filmtrip, and several ofthe filmtrips also had taped narration to accompanythe pictures. Several business and civic groups assistedin planning, filming, and preparing the commentary,thereby making the entire project an exciting adventurein school-community cooperation.

The spokesman project was an experimental pro-gram on the use of the classroom telephone. Our pur-pose was to evaluate its use as a means of enrichinginstruction and making more effective use of commu-nity resources. The spokesman is a regular telephoneinstrument with a separately housed amplifying speaker.The instrument is used in the normal telephone fashionwith the additional feature that both the voices of thechild or teacher in the classroom and of the outsideresource person are amplified and heard. When usedin an instructional situation, appointments for calls areusually made in advance by teacher, secretary, or prin-cipal. Sometimes informal calls are made without ad-vance notice to capitalize on opportune situations.During the time that the call is in progress, the teachermay supplement the conversation by outlining infor-mation or writing words or phrases on the board relatedto the concepts or understandings being discussed. Atthe conclusion of the conference the teacher again sum-marizes to ensure that the resource person's commentsare fully understood by the children. Calls are madeto a wide range of resource people throughout thecommunity whose expertness in certain areas can beshared with the pupils and teachers. A call to a resourceperson may be taped if permission is obtained, andthen can be replayed for the purpose of reviewing orclarifying statements of the resource person. Althoughthe experimental program was extremely successful,full-scale use of the spokesman in compensatory edu-cation schools has not yet been possible in San Diego.The program will be implemented, however, as fundsbecome available.

The listening post is simply a tape recorder withseveral earphone attachments which permits a smallgroup to listen to material appropriate to them withoutdistracting other children in the class. The uses of thelistening post are limited only by the creativity andingenuity of the teacher. We know, for example, thatmany children from a culturally different environmentdo not hear standard English phonemes in their homeor neighborhood. The listening post can provide thesechildren with additional opportunities to enrich theirlanguage experiences as they listen to stories read bythe teacher, excerpts from the disc recordings, or dia-logue recorded by others.

Of course, filmstrips, study prints, disc and taperecordings, and a variety of instructional materials

AUDIOVISUAL INSTRUCTIONJanuary .1965

continue to provide the backbone of our program forall children. But certain children, the culturally differ-ent, need experiences beyond the standard program tocompensate for certain educational handicaps. Audio-visual materials and equipmentespecially the filmtrip,the spokesman, and the listening postwill help toprovide the enriching experiences required in an effec-tive compensatory education program.

DetroitReport

Peter Golej

The general condition of rapid and significant changewhich exists in our world today has brought with it anincrease in population mobility. The resulting changesin Detroit's social structure have made necessary theestablishment of several new educational programs aswell as adjustments in previously existing programsdesigned to cope specifically with the problems resultingfrom cultural disadvantages. A few of these programsand the contributions of instructional media toward therealization of specific goals are described below.

MDTA PROJECT. Prominently displayed on the wallof the teachers' workroom at the Skills Training Centerof the Detroit Manpower Development Training ActProject is a white card with the single word "Think"appearing on it. That the teachers take this to mean"think creatively" is evident from the instructional de-vices that have been developed and are being used withthe students enrolled at the Center, among whom areilliterate adults. All enrolled at the Center are in needof some degree of training in elementary language ornumber skills either to become employable in a chosenoccupation or to achieve a higher level of employmentskill.

The scarcity of suitable instructional materials hasmade it necessary for teachers in this and in similarareas of instruction to employ materials and methodswhich make use of adult interests and experience inteaching elementary skills. Posters portraying goodhuman relations, which are student-produced and relateclosely to adult experience, are a good example. An-other visual device being used with success is the stu-dent scrapbook made up of materials clipped frommagazines to illustrate a central theme.

The problems arising from a limited reading vocabu-lary are avoided by the use of taped recordings. Adultswho are painfully aware of their inability to read re-spond well to taped lessons. Teachers who work withadults and students of high school age in this and other

43

rehabilitation projects have included tape recordingsand slides in programed instruction materials whichthey themselves have written. The teaching staff at theSkills Training Center is planning to include closed-circuit television in the instructional program.

Two time-tested visual devicesflash cards andlabelsare being used often in teaching word recogni-tion to adults. Labels are attached to doors, windows,walls, floors, furniture, tools, and other items that havea particular relationship to the skill being learned. Flashcards are used both in the conventional manner and inthe opaque projector.

It is but a short step from the flash card to thetachistoscope, and several such devices are being usedwith apparent success. Supplementary reading and num-ber skill exercises for use with the overhead projectorhave been prepared by the teachers. Many of theserequire completion or marking of the transparency bythe student. The manipulation of various devices bystudents appears to stimulate interest and contributeto the learning process.

A collection of instructional 2x2 slides is being de-veloped by the teaching staff. Commercially availableinstructional materials, particularly films and filmstrips,are being carefully evaluated, and those that can be ofuse in the instructional program are being acquired andadded to the in-building audiovisual library. Teachersat the Center often provide their own commentary withslides, filmstrips, and even films. Frequent pauses fordiscussion during a showing are the rule rather thanthe exception.

Every effort is being made to improve the self-imageof the student and to develop a sense of equality andbelonging. The uniform has proven itself to be a par-ticularly valuable device. Not only has its use resultedin an improved self-image on the part of the individualand the group, but it has become a means of improvinghabits of neatness and cleanliness and developinggreater respect for clothing and materials.

Extensive use is made of community resources. Tripsare taken to places of business and industry, especiallythose offering employment opportunities of the type towhich these students can aspire. Specialists are broughtto the classroom to share valuable information and topresent very effective demonstrations, particularly inthe areas of fire prevention and electrical safety.

DETROIT GREAT CITIES SCHOOL IMPROVEMENTPROJECT. Another program which makes much use ofcommunity resources is the Detroit Great Cities SchoolImprovement Project, which currently is being expandedfrom 7 to 27 schools located in culturally deprivedareas. This program, designed to serve the preschoolchild as well as children of school age, is communitycentered and, as such, involves parents, teachers, andcommunity residents. A special bus has been providedfor pupil trips. Parents who accompany their childrenoften plan similar trips for adult groups.

In this program, the improvement of the self-imagebegins at the nursery school level. In several schools,large reproductions of characters from the City Read-ing Series decorate the walls of the nursery classrooms.Children enrolled in the nursery school are thus intro-

duced to the characters whom they will meet later intheir readers. These characters, as well as the storiesand illustrations in the integrated readers, are withinthe range of experience of children living in culturallydeprived areas, and, in fact, most children living inurban areas.

Parents and community residents are encouraged tovisit the schools and to avail themselves of the oppor-tunity to use school facilities and equipment for activ-ities that they themselves can help to initiate and or-ganize. Such activities may be of an individual or groupnature. Articles may be brought from home and re-paired with school equipment. Afternoon or eveningcrafts classes may be organized. Teachers and arearesidents often volunteer their services. Successful ac-tivities of this type are contributing to the improvementof the self-image on the part of the individual, thegroup, and even the community.

At the high school level, much work is done in theGreat Cities Project with audiovisual materials andmethods for the improvement of language skills. Specialreading improvement programs telecast from WTVS,Channel 56, are used effectively. Students are preparedfor viewing and engage in postviewing activities de-signed to improve vocabulary and other language skills.Tachistoscopic devices and reading pacers are beingused experimentally in this program. One popular de-vice is a "homemade" reading pacer. Words previouslywritten on a strip of paper are pulled past an apertureat a speed controlled by the student. Other devicesused are word wheels, drill cards with flaps, and wordgames.

JOB UPGRADING PROGRAM. Students who are enrolledin the Job Upgrading Program work part time. Studentswho might otherwise become dropouts are enabled toremain in school and acquire a basic education. Audio-visual materials of a guidance nature are an importantpart of this instructional program. Students learn howto get and keep a job, how to get along well with others,and how to recognize and make better use of their ownabilities. Readily available guidance materials in theform of sound films, filmstrips, slides, pictures, andrecordings are used effectively in this program. Muchof this material is available from the AudiovisualTeaching Aids Library which services all Detroit pub-lic schools. New materials are being added regularly tothis library. Teachers seldom find it necessary to go toother sources for instructional audiovisual materials.

SPECIAL EDUCATION. The Special Education Voca-tional Rehabilitation Project is primarily for researchand demonstration. One of the achievements of thisproject is the development of programed instructionmaterials utilizing projected images with sound and anelectric board. When the student has made a correctresponse by inserting a metallic probe in the properperforation, the tape recorder is started and the nextquestion is presented. Students with serious readingdifficulties can benefit from this method of instruction.

Teachers who work with mentally retarded childrenenrolled in special education classes are finding thatsome of the instructional materials they have createdand have been using with an opaque projector acquire


greater instructional potential if modified for use withthe overhead projector. The availability of both typesof projectors has increased the variety of materials thatcan be used successfully with children of limited ability.

In addition, special education teachers may obtainand use any materials available from the central audio-visual materials library and the Children's Museum.The latter circulates mounted pictures, models, charts,special maps and globes, specimens, and realia in kitform. Classes are encouraged to visit the museum andparticipate in activities under the leadership of museumstaff teachers. Several programs make possible a varietyof pupil trips in and around the metropolitan area.Teachers seek to extend the exceptional child's experi-ential background by including frequent walking tripsto nearby places.

It is hoped that this brief report will be interpretedas an indication of the many ways in which teachers inDetroit are using instructional media to cope with someof the problems encountered in the education of thedisadvantaged.

ChicagoReport

Helen P. Bradley

In an attempt to provide an educational programthat would give to all children the opportunity to realizetheir achievement potential, the Chicago Board of Edu-cation has undertaken the operation of special summerschools. The Board wanted to experiment, under themost favorable conditions, with the best methods ofteaching children in densely populated areas, many ofwhom could be called "culturally disadvantaged" chil-dren.

It was the purpose of the Board to motivate thesechildren to relate well to school and to involve parentsactively in the program so that the goals of the schoolwould be understood and so that a partnership mightbe developed between the home and the school in thepursuit of excellence in education.

This special summer school program has grown fromthree schools in 1960 with 1,800 children to 20 schoolswith 13,000 children in 1964. Special features of the1964 program included kindergarten classes in allschools and preschool classes in three of the schools.As in previous years, in all schools there were classesfrom first grade through sixth grade.

The special summer school program emphasizedmotivation, flexibility, and creativity in every teachingand learning situation. Class size was limited to 25pupils. The major emphasis was on the language arts


with special attention given to the development of read-ing skills and the improvement of reading comprehen-sion. Practical experience was given in arithmetic, andscience and social studies furnished the theme for theother units of work. Thus, all the subjects normallyincluded in the curriculum were correlated in the learn-ing activities.

Working under the leadership of a principal, thestaff included experienced and excellent teachers whoprovided intensive teacher-nurse, psychological, library,and consultant services. Special resource teachers wereavailable to provide enrichment to the program.

The focus of the special program was centered onproviding the ideal environment for learning for everychild, and the rich resources of the city were utilizedto stimulate children's interests and to develop anappreciation for the advantages of Chicago.

An abundance of text and work materials and avariety of audiovisual aids in far greater amounts thanis found in the normal school were provided in eachschool. The teachers were encouraged to experiment inclassroom procedures and received intensive in-servicetraining from specialists in diverse fields. There was anenthusiastic acceptance and interest in the program onthe part of everyone. Among the special techniquesand conditions utilized by these special schools werethe following:

Individual filmstrip viewers in the classroom per-mitting the youngsters to research and learn from ma-terials for special purposes in the midst of a groupengaged in other activities.

Field trips related to units of learning in the class-room were organized for every class in every schoolwith many classes enjoying a second and third tripin the eight-week period.

Instruction utilizing every conceivable type of au-diovisual aid and taking advantage of the motivationthat children derive from differences in presentation.

Frequent participation in large-group activitieswith a focus on the value the children received frominvolvement instead of its appeal as a program.

Permanent motion picture film libraries in eachschool covering a wealth of general topics. These col-lections were supplemented by biweekly deliveries inunlimited amounts.

A 24-hour repair service on all audiovisual equip-ment and the furnishing of loan equipment when re-pairs required a period longer than 24 hours.

An AV consultant available from the central officefor demonstration, training, and advice, and a trainedaudiovisual coordinator in each school.

A parent-coordinator whose sole function was toconduct a parent information and education programdesigned to actively involve parents and communityleaders in the education of children.

The record achieved in the special summer schoolsin Chicago is outstanding. Large gains have been notedin the academic areas, and the children's attitudes haveimproved substantially. They have willingly acceptedtheir responsibilities in the project and have lookedforward eagerly to the next day, for every day is ahappy and exciting experience.

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Economic Opportunity Act of 1964Its Implications for Public School Education

Thomas J. McLernon

On August 20, 1964, President Johnson put hissignature to the Economic Opportunity Act of

1964, the first major piece of legislation introduced andpassed under his administration. The "Poverty Bill,"as it is more commonly known, became Public Law88-452.

During its stormy voyage through the halls of Con-gress, it was made clear that this was not a piece ofeducational legislation, but rather a discriminatory act,aimed at a specific segment of our population, to do aspecific task, namely, to help eradicate poverty. It isgenerally agreed that the EOA is not education legis-lation in that it does not provide general aid to thepublic schools and is not administered through the usualeducational channels. However, it depends in a largemeasure on the educational process for its success, andmany of the programs will be conducted either in orthrough public school facilities. With this in mind, itis to the advantage of every educator to be familiarwith the provisions of this legislation.

The Economic Opportunity Act of 1964 establishesan Office of Economic Opportunity in the ExecutiveOffice of the President. The OEO director is R. SargentShriver, who has a planning and coordinating staff re-sponsible for coordinating the poverty-related programsof all government agencies. Within the OEO, separatestaffs operate a Job Corps, a program for VolunteersIn Service to America (VISTA), A Community ActionProgram, and special programs for migrant workers.In addition the OEO distributes funds to existing agen-cies to operate other programs authorized under thebill: work-training programs administered through theLabor Department; work-study programs and adultbasic education through HEW; special rural antipov-erty programs through Agriculture; small business loansthrough the Small Business Administration; and com-munity work and training projects for welfare recipientsthrough HEW.

There are four Titles in the EOA which have specialsignificance and implications for the public schools,whether rural or urban, which are concerned aboutyoung people and the unemployed and underemployedin their community.

The following is a brief summary of these Titles:Title IYouth Programs: $412.5 million.

Part A. Establishes a Job Corps to provide educa-tion, work experience, and vocational training in con-servation camps and residential training centers; wouldenroll 40,000 young men and women, aged 16-21, thisyear, 100,000 next year. Administered by Office ofEconomic Opportunity. Total cost, $190 million.

Part B. Establishes a Work-Training Program underwhich the director of OEO enters into agreements with

46

state and local governments or nonprofit organizationsto pay part of the cost of full- or part-time employmentto enable 200,000 young men and women, 16-21, tocontinue or resume their education or to increase theiremployability. Administered by Labor Department.Total cost, $150 million.

Part C. Establishes a Work-Study Program underwhich the director of OEO enters into agreements withinstitutions of higher learning to pay part of the costsof part-time employment to permit 140,000 studentsfrom low-income families to enter upon or continuehigher education. Administered by Department ofHealth, Education, and Welfare. Total cost, $72.5million.

Title IICommunity Action Programs: $340 millionPart A. Authorizes the director of OEO to pay up

to 90 percent of the costs of antipoverty programsplanned and carried out at the community level. Pro-grams will be administered by the communities and willcoordinate poverty-related programs of various federalagencies. Total cost, $315 million.

Part B. Authorizes the director of OEO to makegrants to states to provide basic education and literacytraining to adults. Administered by the Department ofH,,alth. Education, and Welfare. Total cost, $25 million.

Title VWork-Experience Programs: $150 million.Authorizes the director of OEO to transfer funds to

HEW to pay costs of experimental, pilot, or demonstra-tion projects designed to stimulate the adoption in thestates of programs of providing constructive work ex-perience or training for unemployed fathers and needypersons.

Title VIAdministration and Coordination: $10 mil-lion.

Establishes the Office of Economic Opportunity andspecifies its functions. Authorizes the director of OEOto recruit and train an estimated 5,000 VISTA volun-teers to serve in specified mental health, migrant, Indian,and other federal programs including the Job Corps,as well as in state and community antipoverty programs.

The part of the legislation that seems to be causingthe greatest concern to educators is Part A of Title IIunder Community Action Programs. The following isan attempt to answer some of the inquiries that havebeen made. The answers to the questions have beentaken directly from informational materials now beingcirculated by the Office of Economic Opportunity.

What Is Community Action?The Community Action Programs will provide tech-

nical and financial assistance for urban and rural corn-


munities to fight poverty, individual communities willdecide how to do the job with private and public re-sources that will be augmented by this new federalassistance.The problems of poverty are a network of social illslike illiteracy, unemployment, poor health, and dilapi-

dated housing. To alleviate them will require a networkof antipoverty attacks that are varied while they arecoordinated. This combinationfashioned by localtalent and leadershipis the major aim of the Com-munity Action Programs.

Specifically, remedial reading, literacy courses, jobtraining, employment counseling, homemaker services,job development and training, vocational rehabilitation,and health services are only some of the individualprograms that can be supported and coordinated witha detailed local antipoverty program.

In the past, many of these separate programs havebeen scattered and uncoordinated. A remedial readingprogram, for example, has limited effect if there is noliteracy course to permit the parent to guide and helphis child. Both programs have limited effect if theparents have no marketable skills and live in squalor.A program that addresses all of these difficulties in asystematic fashion will truly help that child and hisfamily to remove the shackles of poverty. And this isthe intent of Community Action.

The Federal Government will help local communitiesto develop and support these antipoverty programs.However, federal assistance will depend on the com-munity's determination to do the following:

1. Mobilize its own public and private resources forthis attack;2. Develop programs of sufficient scope and sizethat give promise of eliminating a cause or causes of

poverty;3. Involve the poor themselves in developing andoperating the antipoverty programs;4. Administer and coordinate the Community ActionProgram through public or private nonprofit agencies

or a combination of these.In smaller communities and in those with morelimited resources, local leaders can begin a Community

Action Program in stages. For example, a communitymight start with a preschool program coupled with ahealth service clinic for these youngsters. These wouldbe followed by other specific programs all linked toeach other in a coordinated campaign.All local programs should use the talents of personsliving in and affected by the poverty-stricken neighbor-hoods in planning and operating programs. As workersin projects, they could be used as aides to profession-

als, as recreational and day care assistants, and as help-ers in homemaker and health services. Some otherexamples are community research aides, library aides,tutoring assistants, probation aides, and family serviceworkers.Further, Community Action Programs should seethat existing local, state, and federal programs arelinked to each other in a concentrated drive againstpoverty. Assistance now available to states and local

communities under the Manpower Development andTraining Act, the 1962 Public Welfare Amendments,


vocational education, and the various programs underthe Housing and Home Finance Agency all should bejoined with any total community antipoverty effort.Community Action Programs, in short, will fuse theold scattered programs while providing the technicaland financial assistance to initiate the new attack againstthe varied problems that have ensnared the poor.

What Kind of Programs Might Be Developed?Community Action Programs will vary as the needsof the people vary in different parts of the nation. Theymust be part of a total effort to help people escapepoverty, not to make it more bearable. Here are someillustrations that might be part of a Community ActionProgram:1. Providing service and activities to develop newemployment opportunities;2. Providing special and remedial education, withparticular emphasis on reading, writing, and mathe-matics;*3. Providing comprehensive academic counselingand guidance services and school social work services;4. Providing after-school study centers, after-schooltutoring, and summer, week-end, and after-school aca-demic classes;5. Establishing programs for the benefit of preschoolchildren;6. Reducing adult illiteracy;7. Developing and carrying out special education orother programs for migrant or transient families;8. Improving the living conditions of the elderly;9. Arranging for or providing health examinationsand health education for school children;10. Rehabilitating and retraining physically or men-tally handicapped persons;11. Providing health, rehabilitation, employment,educational, and related services to young men notqualified for military services;12. Providing community child-care centers andyouth activity centers;13. Improving housing and living facilities and home

management skills;14. Providing services to enable families from rural

areas to meet problems of urban living;15. Providing recreation and physical fitness serv-ices and facilities.

How Do You Tell What Is Needed in Your Community?The problems of the poor must be assessed in morethan money terms. Simply enumerating the low income

families will not permit you to select a priority list ofprojects. Here are some of the factors you should sortout:1. The number of low-income families, particularlythose with children;2. The extent of persistent unemployment and un-

deremployment;3. The number and proportion of people receiving

*General aid to elementary or secondary education in any school orschool system is prohibited by the legislation, and thus funds could notbe provided for general reduction in class size, school construction,general teachers' salaries (as opposed to those of special remedialreading instructors), textbook acquisition, religious instruction, or theestablished curriculum.

47

cash or other assistance on a needs basis from publicagencies or private organizations;

4. The number of migrant or transient low-incomefamilies;

5. School dropout rates, military service rejectionrates, and other evidences of low educational attain-ment;

6. The incidence of disease, disability, and infantmortality;

7. Housing conditions;8. Adequacy of community facilities and services;

and9. The incidence of crime and juvenile delinquency.

Who Will Pay for the Programs?

Federal money will be available (a) to help estab-lish Community Action groups, (b) to assist in devel-oping programs, (c) to support those programs, and(d) for specialized technical aid.

The Federal Government will pay up to 90 percentof the cost of Community Action Programs in the firsttwo years. The balance, to be furnished by local Com-munity Action groups, can be in cash or in kind, suchas services and facilities, to support local programs.How Do You Begin?

. Bring together the appropriate voluntary and gov-ernment agencies in welfare, health, housing, education,

and employment as participants in developing a Com-munity Action program. Include leaders from the areasin which the program will operate.

2. Assemble all available information on the povertyproblem. Identify the extent of poverty in the commu-nity and begin to determine major characteristics. Listthe problems in order of priority.

3. Develop a set of proposals to attack the causes ofpoverty. Determine what local resources are availableto support such programs.

4. Decide on a specific geographical area for theprogram.

5. Form a local Community Action organizationthat includes not only government and voluntary organ-izations, but business, labor, and other key civic organ-izations as well.

6. If technical help is needed in developing pro-grams, ask for it from Community Action Programs,Office of Economic Opportunity.

7. Contact the state government to determine howits agencies and programs can help and can be inte-grated into the total local antipoverty effort.

8. Develop projects in order of importance and abil-ity to carry them through.

9. Apply to the Community Action Programs, Officeof Economic Opportunity, Washington, D.C. 20525,for the detailed forms to submit your application.

(MAGI /CRAFT

111IMAGI/CRAFT represents a unique departure in curriculum enrich-ment work. Its aim is to develop individual creativity . . . to givestudents confidence in their own creative and critical thinking.SOUNDS AND IMAGEStest-retest albumsmeasures creative origi-nality. PROGRAMED EXPERIENCES IN CREATIVE THINKING is aseries of recorded dramatizations for creative problem-solving in everystudy area. SOUNDS AND IMAGES and PROGRAMED EXPERIENCESIN CREATIVE THINKING together make IMAGI/CRAFT an immenselyrewarding and valuable program .. . one you should investigate today!Write to

GINN AND COMPANYNew York Chicago Atlanta Dallas Palo Alto Toronto, CanadaHome Office: Boston


Communicating Guidance Informationto Specialty Oriented Students

Kenneth B. Hoyt and Lee W. Cochran

C ocietal progress creates problems for people. Neverin the history of the United States has our societal

and occupational structure been changing at a morerapid rate. During the decade of the 1960's, 26 millionyouth will leave our secondary schools. Of these, 19.5million including 12 million high school graduates andan estimated 7.5 million high school dropouts will havedecided to do something other than enter a four-yearcollege or university (8). The kinds of occupationsthese persons can expect to find available increasinglywill be ones calling for possession of specific job skills(5, 6). They will be occupations demanding, by andlarge, some kind of post-high school training prior tolabor market entry. The necessity for considering bothtraining and vocational objectives will be apparent toa large majority of these so-called "non-college-bound"youth. They will certainly have problems.

Prime professional responsibilities for assisting theseyouth in their post-high school educational-vocationaldecisions must be assumed by the 27,000 secondaryschool counselors in the United States. These coun-selors are charged with helping youth prepare to meetthe certainty of uncertainty in a rapidly changing so-ciety. At the same time, assistance must be given informulation of plans for some kinds of specific actionsto be taken when these students leave the secondaryschool. Most important, this assistance must be com-municated in such a way as to simultaneously protectthe right of the individual to freedom of choice and toprovide some guarantee of a basis for wise decisionmaking. Counselors, like the students they serve, willalso have problems.

The kinds of assistance school counselors are beingcalled on to give represent a largely new area of knowl-edge in the counseling and guidance field. In additionto learning about occupations at below-college grade,counselors also will have to know about training oppor-tunities available to these youth. Most important, theywill have to know much more about these youth them-selvestheir characteristics, educational motivations,self-concepts, and patterns of abilities if this new chal-lenge is to be met effectively. Counselors in our second-ary schools must become as proficient at helping thosewho choose not to go to college as they currently are


in assisting the college-bound. We are not well preparedto meet this challenge in today's secondary schools.

The purpose of this article is to present some back-ground information relative to one research attempt toassist counselors in helping these students and to pro-vide some concrete examples of the kinds of problemsinvolved in communicating research results in a mean-ingful fashion. It is hoped that it will serve as an illus-tration of how the counselor education staff and theAudiovisual Center at the University of Iowa were ableto work together in producing tangible research results.

The Research Program

In early 1962, The Specialty Oriented Student Re-search Program was established at the University ofIowa (3). This research program has had as its over-riding goal the collection, analysis, and disseminationof research data holding potential for use in the educa-tional-vocational guidance of persons contemplatingattendance at trade, technical, or business schools afterleaving the secondary school.

Attainment of this overall objective is being soughtthrough conducting a wide variety of research studies.One type of research study aims at arriving at a betterunderstanding of the specialty oriented studenthischaracteristics, motivations, and environmental back-ground. In this type of study, primary emphasis isplaced on trying to arrive at understandings which willprovide concepts of viewing people as something otherthan simply "non-college-bound." A second type ofinvestigation is comprised of prediction studies involv-ing both tests and nontesting instruments and the pre-diction of both training and post-training vocationalsuccess. Finally, a third type of study consists of a verylarge number of survey descriptive research under-takings involving students enrolled in specific trainingprograms in specific schools. These studies, while in-volving some of the same data as are used in the othertwo types, are unique in that they are purposely plannedto help a prospective enrollee in one of these trainingprograms answer the question, "What is likely to hap-pen to me if I enroll in this program at this institution?"The number of these studies undertaken is as numerousas are the numbers of specific training programs in

49

which subjects included in the total research programare enrolled. It is primarily this kind of research studywhose results form the major basis for this article.

All subjects included in the research program to datehave been either present or former students enrolled intrade, technical, or business schools at the post-highschool level. Some data have been collected from stu-dents in publicly supported schools, but the majorityhas been collected from students in 40 specific train-ing programs in 22 private schools. These schools haveeach signed an agreement with the University of Iowagiving permission for members of the research programto collect, analyze, and report research data. The majorreason why the vast majority of data collected to datehas been from students enrolled in private schools isthat research grants made available in support of theprogram have come from an organization of privateschools known as SOS Research, Incorporated. If andwhen other sources of research support become avail-able, it is expected that the major emphasis will shiftto collection of data from students enrolled in publiclysupported institutions. Both public and private schoolsrepresent educational opportunities for youth and,therefore, logical settings in which to collect researchdata.

It is important to recognize that all data collectedin the Specialty Oriented Student Research Programcome from students. No study is made of schools, butonly of students enrolled in schools. The schools andspecific curricular majors in schools serve simply asspecifications of the limited generalizability of the re-search findings. To date, original base data requiringapproximately six hours of administration time havebeen collected from over 5,000 students, and first yearfollow-up data have been collected from over 2,000 ofthese same per nns who had left training seeking em-ployment at the time the fist follow-up study was con-ducted. All data are keypunched and then transferredto magnetic tape and/or disk storage in the Iowa Com-puter Center as a common data bank available for usein the entire complex of studies. As a continuing re-search program, it is anticipated that data collection,analysis, and dissemination will continue for an indefi-nite number of years until literally hundreds of trainingprograms in hundreds of institutions involving hundredsof thousands of students are included. Millions of bitsof information already have been collected. The prob-lem has been, how can these bits of information bereported in such a way as to be useful in the educa-tional-vocational guidance of persons contemplatingattendance at on or more of the participating researchschools?

Nature of Specific Research InformationThe type of research findings growing out of the

third kind of study outlined above represents an essen-tially new approach to providing educational-occupa-tional information. Ample evidence exists to indicatethat current occupational information has some seriousfaults (1, 2, 4, 7). Observation of the use of occupa-tional information which does exist in many secondaryschools supports the contention that much of it is notused extensively by either high school students or theircounselors. Such observations have led us to suspect

50

that the trouble with occupational information goesconsiderably beyond its reading difficulty level and itsrelative scarcity for those occupations specialty orientedstudents enter. We suspect the major difficulties arethat (a) current information has ignored the humanelement too muchthe question of what happens topeople in training and to people in occupations; and(b) current information, being largely general in na-ture, lacks usefulness in helping individuals at the pointof specific decision making. In this sense, it is difficultto use meaningfully within the context of specific edu-cational-vocational counseling at those points wherethe client in counseling is trying to decide exactly whathis next steps will be.

The new approach to providing educational-occupa-tional information we are attempting to develop takesboth of these major difficulties into account as well asthose difficulties reported by other researchers. This isdone in several ways. First, all data are concerned withcharacteristics and experiences of people in trainingand these same people in their occupations followingtraining. They are purposely organized so that the clientin counseling learns indirectly about training programsthrough learning directly about people in training andtheir training experiences. The client learns indirectlyabout occupations through learning about vocationalexperiences of people who complete specific trainingprograms. Second, all data pertain to students who areand/or have been enrolled in specific training programsin specific institutions. The institution and the trainingprogram within the institution are both named. In con-sidering implications data hold for him, a particularclient is not dealing in generalities, but with informationpertaining to a particular and specific decision he maybe considering in the counseling process. Third, thecontents of the information are organized around thekinds of questions high school students ask their coun-selors during the counseling interview. Examples ofsuch questions include the following: (a) "What kindsof persons would I find in class with me?" (b) "Howwould I be likely to find a place to live?" (c) How dostudents at this school finance their education?" (d)"What do students now in training think of the school?"(e) "What are my chances of finishing the training?"(f) "What are my chances of getting a job?" (g)"What kind of job would I be likely to get?" and (h)"Where would this job be likely to be located?" Bycarefully considering these questions in terms of an-swers supplied by those who are enrolled in and haverecently left the training program under consideration,the client has the best possible actuarial prediction ofwhat is likely to happen to him.

In formulating this new approach to information, weare certainly not contending that present occupationalinformation be replaced but only that the material weare preparing may serve to fill a gap left by conven-tional information e the point where the client in coun-seling is trying to make specific decisions. It seemsreasonable to expect that more conventional informa-tion will continue to be valuable in general kinds of de-cisions made by counseling clients. In this sense, we seethis new approach as supplementing but not replacinginformation currently available.


The Communication ProblemHow can thousands of bits of information be com-

piled and presented in such a way as to be helpful tocounselors, high school students, and the 'parents ofsuch students? If such data are not to be misleading,it is essential that they be presented in readily under-standable form. If they are to serve as one basis forspecific decision making, they must be explicit in theirmeaning. If students and parents are to make decisionswith the counselor's help, it is important that they, aswell as the counselor, be able to read and comprehendthe data. if any of these persons are to read these re-search data, the data must be arranged in an attractiveformat which will encourage their study.

When data are collected as they are in this researchprogram from all students in attendance at trade, tech-nical, and business schools, a further problem arises inseparating out those data most appropriate for consid-eration by high school students. Essentially this becomesa problem of reporting data for only that segment ofthe total student body who are most like the high schoolseniors for whom the materials have been prepared, i.e.,the unmarried male or female high school graduatesless than 21 years of age. In doing so, it is at the sametime essential that the reader be clearly aware of theproportion of all students in the school represented bythe data he sees.

Finally, there is the problem of avoiding attaching

Figure 1. Summary of Responses of Unmarried Male (& Female)High School Graduates Less Than 21, to Item: 21

21. How did you find a place to live when you came to this school?1. I already had a place to live.2. People here at the school helped me to find.a place to live.3. Some other student at the school helped me to find a place to live.4. Friends in town here helped me to find a place to live.5. I just looked around myself until I found a place to live.6. Other (Explain):

Name of School N1 2 3

% N % N4

N % N5

% N6

% TOTAL

Hanson (* 54.1)Auto-Diesel (m) 5 12.2 26 63.4 3 7.3 1 2.4 3 7.3 3 7.3 91Body & Fender (m) 1 8.3 9 75.0 1 8.3 1 8.3 12

Nashville (* 75.8)Auto-Diesel (m) 35 9.2 225 59.1 62 16.3 4 1.0 44 11.5 11 2.9 381Body & Fender (m) 4 14.8 13 48.1 3 11.1 1 3.7 5 18.5 1 3.7 21

Allied (* 45.0)Tool & Die (m) 34 35.8 45 47.4 7 7.4 1 1.1 7 7.4 1 1.1 95Drafting (m) 13 14.6 53 59.6 8 9.0 2 2.2 11 12.4 2 2.2 89

0 A M I (* 5.1)Office Mach.Repair (m) 1 33.3 2 66.7 3

U S Trade (* 63.3)Auto-Diesel (m) 32 16.9 115 60.8 15 7.9 1 0.5 22 11.6 4 2.1 189Body & Fender (m) 6 14.3 26 61.9 4 9.5 2 4.8 3 7.1 1 2.4 42

Madison (* 63.6)Business (m) 50 50.4 22 19.1 4 3.5 7 6.1 17 14.8 7 6.1 115Secretarial (f) 24 24.5 45 45.9 4 4.1 3 3.1 17 17.3 5 5.1 98

A I B (* 63.1)Business (m) 25 24.0 60 57.7 6 5.8 4 3.8 8 7.7 1 1.0 104Secretarial (f) 12 15.0 53 66.2 2 2.5 3 3.7 8 10.0 2 2.5 80Clerical (f) 19 15.6 76 62.3 5 4.1 3 2.5 9 7.4 10 8.2 122

Gem City (* 80.0)Business (m) 14 38.9 20 2 5.6 36Secretarial (1) 21 25.0 50 59.5 4 4.8 2 2.4 4 4.8 3 3.6 84

D B I (* 83.5)Business (n' 133 0.0 133Clerical (f) 192 98.0 1 0.5 1 0.5 2 1.0 196Secretarial (f) 105 98.1 1 0.9 107

Northeastern (* 77.1)Business (m) 25 55.6 9 20.0 3 6.7 2 4.4 4 8.9 1 2.2 45Secretarial (f) 19 28.8 30 45.5 5 7.6 1 1.5 4 6.1 4 6.1 66

KCBC (* 51.7)Business (m) 9 75.0 3 25.0 12Secretarial (f) 25 73.5 4 11.8 1 2.9 11.8 34

Capital (* 45.2)Secretarial (f) 7 36.8 10 52.6 1 5.3 1 5.3 19

Coyne (* 37.0)Electronics (m) 25 33.8 38 51.4 3 4.1 1 1.4 3 4.1 4 5.4 74

Engin. Draft. (* 26.4)Drafting 6 42.9 2 14.3 2 14.3 4 28.6 14

Griswold (* 35.3)Electronics (m) 26 86.7 2 6.7 2 6.7 30

* Percent of all students in the sample who are unmarried high school graduates less than 21 years old.

AUDIOVISUAL INSTRUCTION-January 1965 51

evaluative judgments of "good" or "bad" to data rep-resenting answers students enrolled in various trainingprograms give to certain items or groups of items. In aguidance sense, no training program is properly viewedas either "good" or "bad" except in terms of its appro-priateness for a given client. A given program may be"good" for one client and "bad" for another. Thesedata must be presented in such a way that this kind ofjudgment can be made by the client during the counsel-ing process.

Solving the Communication Problem

Our first thought with respect to the communicationproblem was to present all data in tabular form. Itseemed that, on biographical information and follow-upitems, the clearest way of presenting findings was tocompile one table for each item. The wording of theitem essentially formed the heading of the table. Thiswas followed by a complete reproduction of responsesavailable to students in responding to this item. Thebody of the table consisted of repotting the numberand percentage of unmarried male or female high schoolgraduates less than 21 years of age choosing each re-sponse to each item. Figure 1 on the preceding page isan example of this format as it was used in reportingbase resident data for students attending the first par-ticipating research schools.

2. Where Do Students Live ?Tel thirds 0 the students live less teenMO mile from the seneel

100

90

CO

70

10

50

40

30

20

10

0

Fr50 sere saes ewe,

live lbetweee le./Smile. Imogleeful

hve lees le.. I lei% free. Hese

11% 0 the students ors either "Very 11010101" sr"Setts, ied" with their r 1 Willies

Many types of housing ore usedMast common type is apartments students rentThe school has some student housingThe YMCA Is a possibility for some

0% 10% 20% 30% 40% 50% 10% 70% 10% 10% 100%

ars WIMPMO, es Will Ifeletives

30.4% AM/ Of4.3% Weal. Seem I. Privele Melee

OS Hotel et Motel13% YMCA et YWCA

In= ILO Sefteel Owned %eyeing

/11.118.7% Meer

52

Approximately 200 such tables were prepared alongwith another set of tables representing test scores, inter-correlation matrices for the tests, and both single andmultiple correlations of test scores with the criterionmeasures. All of these data were given to 30 experi-enced high school counselors enrolled in a short-termNDEA Counseling and Guidance Training Institute atthe post-master's degree level held at the University ofIowa during the 1963 summer session. These coun-selors were carefully screened and selected from a poolof several hundred applicants who applied for this In-stitute. They were not typical high school counselors;rather, they were distinctly superior to most workingin our high schools today.

Even these superior counselors found themselves un-able to use the data easily in the form they were pre-sented. They reported that having so many figures ona single page was confusing. Moreover, they foundthemselves constantly engaged in a process of goingfrom page to page trying to come up with compositesummaries of data from students in a specific trainingprogram in a specific school. By the end of the fourthweek of the Institute, they had convinced us that thisformat would be an unworkable one in the office of abusy school counselor. Mortover, they had convincedus that data presented in this way would be largelyincapable of comprehension by the high school studentsnot planning to attend college, and by the parents ofsuch students.

In the final four weeks of the Institute, these coun-selors devoted many hours of their "free" time to thetask of thinking about and suggesting ways in whichthe data could be presented in a more meaningful andmore useable fashion. Ideas finally crystallized intowhat was regarded as general acceptance of a notionfor data presentation involving three basic elements:(1) Data should be prepared in booklet form with adifferent booklet for each curricular major in eachtraining institution; (2) data should be organizedaround the questions high school students ask; and(3) data should be presented primarily in the form ofcharts, graphs, and pictographs with a bare minimumof straight tabular presentation. Papers prepared byInstitute enrollees containing their thoughts were studiedcarefully after the Institute was concluded. The result-ing format, which drew heavily on enrollee suggestions,is illustrated in Figure 2. It contains data for severalitems pertaining to student housing for unmarried fe-male high school graduates less than 21 years of ageenrolled in the secretarial curriculum at one of thebusiness schools participating in the research.*

In the illustration presented above, the reader willnote that several research items are summarized togetherin the same page of material. Attempts have been madeto use a variety of presentations along with coloredillustrations designed to attract student attention. Thesummary comments included as part of the presentationrepresent factual statements with no evaluative com-ments attached to them. Specific findings are presented

The ideas for this format were presented to Lee W. Cochran, director,Audiovisual Center, University of Iowa. Specific designs were thenformulated by members of the staff. Special acknowledgment is made toMr. Donald Lacock and the graphic arts staff.


in terms of percentages rather than actual numbers ofstudents so they can be more easily compared with thecorresponding page from other student booklets. In thefront of each booklet, readers are given data regardingthe total number of students on whom these compari-sons are based and directions for calculating the num-ber of students represented in any particular portion ofa chart or graph. In additiOn to black and white, threeother colors are used in preparation of pages for thesestudent booklets.

It is important to point out that exactly the samebasic format is used in presenting data for any givenquestion in each of the 40 booklets now ready for pro-duction. Question "7", for example, is always the samequestion and contains the same types of charts and /orgraphs in each booklet; only the specific findings change.In this way, it is hoped that counselors and studentsusing the booklets will find it easy to compare resultsfrom various schools for any particular questions inwhich interest is expressed. By using a common formatfor a given question in all booklets, it has been possibleto introduce a number of different format arrangementsin each booklet without becoming involved in excessivegraphic arts costs.

It is equally important to point out that these book-lets have been prepared in such a way as to be usableby high school students individually as well as in con-sultation with their parents and/or counselors. Thesame "Message to High School Students" appears in thefront of each booklet containing suggestions for studyof the booklet and appropriate cautions for students toobserve, To further ensure wise use of these materials,a Counselor's Manual has been prepared containingspecific suggestions for high school counselors in the useof these booklets with students in groups, with indi-vidual students, and with parents.

Continuing Problems

This article would be incomplete indeed if it left thereader with an impression that the problems raised inthe beginning are now ready to be solved. We have nogood idea whether or not use of these booklets canmake a substantial positive contribution to the educa-tional-vocational guidance of specialty oriented highschool students. Experimental studies involving immedi-ate, intermediate, and ultimate criteria of possible worthof this approach have been designed. They cannot beconducted, of course, until the materials have been pre-pared and are in use by high school counselors. Nobooklets have yet been introduced for use at the timethis article is being written. Carefully conducted experi-mental studies of effectiveness cannot .be launched untilsufficient booklets are available to provide a reasonablenumber of alternatives from which students may wantto choose. At this point, after nearly three years of activeresearch effort, we are still not sufficiently far along toconduct these much needed experimental studies.

One problem which conti-ues to delay experimentalstudies has been lack of research funds earmarked forpublication of these kinds of research results. It appearsto be extremely difficult to secure research funds forpurposes of producing data needed in the guidance andcounseling of "normal" youth. The students for whom


these booklets are intended to be most helpful are notthe "culturally deprived," "juvenile delinquents," "phys-ically handicapped," "emotionally unstable," "povertystricken," "creative," "intellectually able," or "slowlearners" which, as individual groups, seem to appealto those who give research grants. While some fromeach of these "special" groups are to be found in theover 5,000 cases accumulated to date, the most "spe-cial" thing about these students is that, as a group, theyare pretty "normal." Until and unless sonic funds be-come available for publication purposes, none of thesebooklets can be produced.

A third problem stems from the specific nature of thedata themselves. Because they are so specific, they arelikely to be extremely susceptible to change in a periodof a relatively few years. We do not know yet howstable these data can be expected to be. Plans are beingformulated for testing their degree of stability next yearby retesting in some of the same settings where originaldata were collected in 1962-63.

Summary

The educational-vocational guidance needs of a ma-jority of today's high school students are changing con-stantly. A research program designed to produce dataholding potential for meeting some of these needs hasbeen described briefly and some specific illustrationshave been presented of ways in which research data arebeing compiled for plczAntation to students. Finally, anumber of continuing problems leading to a more pessi-mistic view of accomplishments have been discussed.

It is hoped that this article will alert readers to theseriousness of the problem we face in meeting guidanceneeds of specialty oriented students, and that it mayencourage others to make some research attempts tohelp meet the needs of these students.

References

1. Brayfield, Arthur H., and Mickelson, Grace T., "Dis-parities in Occupational Information Coverage."Occupations 29: 506-508; 1951.

2. Diener, Thomas F., and Kaczkowski, H. R., "Read-ability of Occupational Information." VocationalGuidance Quarterly 9: 87-89; 1960.

3. Hoyt, Kenneth B., An Introduction to the SpecialtyOriented Student Research Program. Iowa City:State University of Iowa Press, 1962.

4. Kuntz, James E., and Jetton, C. T., "Use and Ap-praisal of Occupational Literature by SecondarySchool Counselors." Personnel and Guidance Jour-nal 37: 674-76; 1959.

5. Occupational Outlook Handbook. Washington,D.C.: U.S. Department of Labor, Bulletin No. 1375,1963.

6. Venn, Grant, Man, Education, and Work. Washing-ton, D.C.: American Council on Education, 1964.

7. Watson, Donald E.; Rundquist, R. M.; and Cottle,W. C., "What's Wrong with Occupational Informa-tion?" Journal of Counseling Psychology 6: 288-91;1959.

8. Young Workers; Their Special Training Needs.Washington, D.C.: U.S. Department of Labor, Man-power Research Bulletin No. 3, May 1963.

63

Mildred H. Nixonand Raymond J. Blake

Audiovisual Materials and the Dropout Problem

-----

Schools in the United States aregiving increasing attention to one ofour major problems: the early schooldropout. The rising shortage of com-petent manpower serves to underlinethe importance of the task facing ournation's schools, a two-fold task re-lating directly to our youth. First isthat of reducing as far as possiblethe number of studentsthe culturally disadvantaged as wellwho mayotherwise leave school before gradua-tion; second is that of encouragingour youth to stay and to succeed inschool while making them aware ofthe vocational and economic oppor-tunities that will be open to them asschool graduates.

The San Diego Unified School Dis-trict is attacking this problem in anumber of ways. One approach isfound in a strong and active commit-tee composed of school administra-tors; teacher-advisors in areas ofattendance, curriculum, and the men-tally retarded; representatives fromthe guidance and junior employmentservices of the district, the CommunityEducation Coordinator, and a repre-sentative of the Urban League, aslay members; and others. The primarytask of this committee is the previewand preparation of recommendationscovering films, filmstrips, and sound-strips which may be used in probingthree related areas: (a) the dropout,(b) school success and the importanceof staying in school, and (c) informa-tion about vocational opportunitiesand the importance of adequate edu-cation and training.

The bibliography of materials fol-lowing comprises titles, some ofwhich are currently owned and usedby the district, and others which arebeing screened and evaluated in regu-lar meetings.Films

Children Without. 29 min., 16mm,sound, b & w. National Education Asso-ciation, 1201 Sixteenth Bt., N.W., Wash-ington, D.C. 20036, 1964.Shows some of the aspects of the De-troit Great Cities Improvement programfor underprivileged children. With theaddition of three resource persons andcreative, understanding teachers, the

56

staff of the Franklin School attempts topro.iide an effective and meaningful edu-cational program for them.The Dropout. 10 min., 16mm, sound, b& w. Sid Davis Productions, 1418 N.Highland Ave., Hollywood 28, Calif.,1962.Case history of the disintegration of aboy after he drops out of school. Toldin relation to a boy's own peer group,shows the loneliness and frustration thatare inevitable for a boy who drops outof school and tries to find a job beforehe is qualified to compete in the highlycompetitive world of modern work. Pro-duced by the Santa Monica Police De-partment and Santa Monica UnifiedSchool District.The Dropout. 29 min., 16mm, sound,b & w. International Film Bureau, Inc.,332 South Michigan Ave., Chicago 4,Ill.; Mental Health Film Board, Inc.,164 East 38th St., New York 16, N.Y.1961.I Never Went Back. 16 min., 16mm,sound, color and b & w. Charles Cahill& Associates, 5746 Sunset Blvd., Holly-wood 28, Calif., 1964.Presentation of reasons for not droppingout of high school. Story of a highschool student who wished he hadn'tdropped out of school, and who eventu-ally finished his education in nightschool.lf These Were Your Children. 50 min.,16mm, sound, b & w. Metropolitan LifeInsurance Co., 600 Stockton St., SanFrancisco 20, Calif., n.d.Mike. 11 mitt., 16mm, sound, b & w.University of Southern California, De-partment of Cinema, Film DistributionDivision, University Park, Los Angeles7, Calif., 1962.Habitual drop-out's feelings about school,and acceptance of authority. Case work-er's efforts to help him understand theimportance of school and his responsi-bilities.Mike Makes His Mark. 27 min., 16mm,sound, color. National Education Asso-ciation, 1201 Sixteenth St., N.W., Wash-ington, D.C. 20036, 1955.Boy in trouble, and a school that helpshim before he takes out his resentmentsand frustrations on society.A Morning for Jimmy. 28 min., 16mm,sound, b & w. Anti-Defamation Leagueof B'nai B'rith, 515 Madison Ave., NewYork 22, N.Y., 1961.True story of Negro boy who encountersracial discrimination while seeking part-time employment. Due to wise counsel-ing of his teacher, Jimmy begins to

understand that with proper educationand training, he can find his place.Problem of Pupil Adjustment: The Drop-Out. 20 min., 16mm, sound, b & w. Mc-Graw-Hill Text Films, 330 West 42ndSt., New York, N.Y., 10036, 1951.Steve Martin left school as soon as thelaw permitted. The reasons why schoolfailed to meet his needs are examinedin this film. The type of curriculumwhich Steve found dull and monotonousis discussed. The film emphasizes theimportance of a life-adjustment pro-gram in the school, including the rela-tion of the class subjects to the interestsof the students. Correlated with thetextbook Psychology in Education, bySorenson.Problem of Pupil Adjustment: The Stay-In. 19 min., 16mm, sound, b & w. Mc-Graw-Hill Text Films, 330 West 42ndSt., New York 10036, N.Y., 1951.This is a study of a school that reducedthe number of students who drop out ofschool to a small percentage because itscurriculum concentrates on meeting theneeds of the students. The school pro-gram stresses learning in terms of actualeveryday living. Correlated with the text-book Psychology in Education, by Soren-son.Stay in School. 13 min., 16mm, sound,b & w. For loan only. USN PhotographicCenter, Film Distribution Section, USNStation, Washington, D.C. 20525, 1951.Explains that young people should stayin school if they can possibly do soand portrays, through two dramatizedcases, some of the values of a high-school education. Prepared by the U.S.Navy Recruiting Service.Therapeutic Camping. 30 min., 16mm,sound, b & w. Devereux Foundation,Devon, Pa.; or, Box 1079, Santa Bar-bara, Calif.When I'm Old EnoughGoodbye! 28min., 16mm, sound, b & w. AFL-CIO,Department of Education, 815 SixteenthSt., N.W., Washington, D.C. 20006,1962.Demonstrates what happens when ayoungster drops out of school for lux-uries that money can buy. Shows hisdisillusionment with layoffs, and his in-ability to compete in job market be-cause he lacks even the minimum ofskills and education.You Can Go a Long Way. 22 min.,16mm, sound, b & w. EncyclopaediaBrittanica Films, Inc., 1150 WilmetteAve., Wilmette, Ill. 60091, 1961.Explores the advantages of finishinghigh school, getting as much additional

AUDIOVISUAL INSTRUCTIONJanuarys 1960

training as possible, in order to meetgrowing competition, changes in methods,and technological advances. Shows howstaying in school may mean a lifetimeof higher earning power and betterliving.

Filmstrip

Stay in School. b & w. Visual EducationConsultants, Inc., 2066 Helena St.,Madison 4, Wise., n.d.Why students leave school, difficultiesin returning to school, and the advan-tages of obtaining a high-school diploma.

Soundstrips

Dropping Out: Road to Nowhere. (Intwo parts) 26 min., color. GuidanceAssociates, P.O. Box No. 5, Pleasantville,N.Y., 1964.Tells, in the words of real high-schooldropouts, what they found on the out-sidea low end world a world riggedagainst those without a high-schooldiploma.High School Diploma. (2 records, 2filmstrips) 24 min., color. Horizon Pro-ductions, 301 West 73rd St., KansasCity 14, Mo., 1964.

Importance of School Success

Films

Challenge of Change: The Case forCounseling. 30 min., 16mm, color,sound. Indiana University, AudiovisualCenter, Bloomington, Ind., 47405, 1963.Process of counseling in school and theinvolvement of various individuals inthe process. Shows how the school staffand specialists cooperate to estimate astudent's potential, in:orm him and hisparents of opportunities available, andassist in providing education to assurethe best development.Choosing Your Occupation. 9 min.,16mm, sound, b & w. Coronet Films,Dept. A1-104, Coronet Building, 65 E.South Water St., Chicago, Ill. 60601,1949.Self-appraisal, occupational possibilities,preparation requirements, and guidancefacilities are presented.High School: Your Challenge. 131/2 min.,16mm, sound, b & w. Coronet Films,Dept. A1-104, Coronet Building, 65 E.South Water St., Chicago, Ill. 60601,1952.This film emphasizes the future impor-tance of a good high-school educationand the advantages of taking part inextracurricular activities. It is designedto help handle the dropout problem andto make high school more meaningfulfdr all.flow To investigate Vocations. 10 min.,16mm, sound, b & w. Coronet Films,Dept. A1-104, Coronet Building, 65 E.South Water St., Chicago, Ill. 60601,1952.Shows students how to investigate voca-tions and how to determine which kindsof work they are best suited for.How To Succeed in School. 10 min.,16mm, sound, b & w. Young AmericaFilms, 330 West 42nd St., New York18, N.Y., 1956.


Describes basic principles to be followedin making better use of time and re-sources in school, and points out thatprocedures, are the same for any job.Mechanical Aptitudes. 11 min., 16mm,sound, b & w. Coronet Films, Dept.Al -104, Coronet Building, 65 E. SouthWater St., Chicago, Ill. 60601, 1951.Based on interests, abilities, and futureplans, school guidance counselor helpsa boy choose his electives. Shows waysto test and increase mechanical abilities.Planning for Success. 10 min. 16mm,sound, b & w. Coronet Films, Dept.A1-104, Coronet Building, 65 E. SouthWater St., Chicago, Ill. 60601, 1951.Shows how success is attained by adjust-ing standards to one's ability.Planning Your Career. 16 min., 16mm,sound, b & w. Encyclopaedia BritannicaFilms, Inc., 1150 Wilmette Ave., Wil-mette, Ill. 60091, 1954.Shows how to evaluate yourself andhow to compare your interests andabilities with the requirements of selectedvocations.Your Earning Power. 11 min., 16mm,sound, color. Coronet Films, Dept. Al-104, Coronet Building, 65 E. SouthWater St., Chicago, Ill. 60601, 1952.Explains some of the conditions whichaffect earning powerthe kind of jobselected, personal qualifications, educa-tion, and ability to produce.Filmstrips

Discovering Your Real interests. 52frames, b & w. Society for Visual Edu-cation, 1345 Diversey Parkway, Chicago14, Ill., 1949.Compares interests and abilities. Showshow to discover your interests and howto use this knowledge in selecting schoolsubjects, leisure activities, and a career.Economical Study Habits. 52 frames,color. Your Lesson Plan Filmstrips, 1319Vine St., Philadelphia 7, Pa., 1958.Exp_ains how to study economically andefficiently.Finding the Right lob for You. 36frames, b & w. McGraw-Hill Text Films,330 West 42nd St., New York, N.Y.10036, n.d.How to select a job and tips on how tosecure it.Getting the Most Out of High School.39 frames, color. McGraw-Hill TextFilms, 330 West 42nd St., New York,N.Y. 10036, 1959.Explains the importance of choices inhigh school to a student's future lifeand career.interests Pay Off. 42 frames, color.McGraw-Hill Text Films, 330 West 42ndSt., New York, N.Y: 10036, 1961.Explores range of interests which makepossible satisfactions in school andwork.Looking at Business Careers. 35 frames,b & w. McGraw-Hill Text Films, 330West 42nd St., New York, N.Y. 10036,1956.Preparation for jobsskill, education,etc. Emphasis on clerical, stenographic,sales, and bookkeeping jobs.Selecting Your Life Work and Prepar-ing for lt, Part 1. 49 frames, b & w.

Society for Visual Education, 1345 Di-versey Parkway, Chicago 14, Ill., 1952.Describes how interests, aptitudes, andpersonality all help determine the typeof work one should do.Selecting Your Life Work and Prepar-ing for lt, Part 11. 48 frames, b & w.Society for Visual Education, 1345 Di-versey Parkway, Chicago 14, Ill., 1952.Lists things to consider when selectingan occupation: goals, education andtraining, financial return, location,working conditions, promotion, andwhere to secure education or training.What Are lob Families. 36 frames, color.Society for Visual Education, 1345 Di-versey Parkway, Chicago 14, Ill., 1961.Groups jobs into families and shows howto match student abilities to related jobfamilies. (Earning ratio per amount ofeducation mentioned.)What Good is School. 32 frames, color.Society for Visual Education, 1345 Di-versey Parkway, Chicago 14, Ill., 1961.Shows that school work is related tofuture careers and that a student shouldprepare himself for a career by doingwell in school.You and Your Mental Abilities. 57frames, color. Society for Visual Educa-tion, 1345 Diversey Parkway, Chicago14, Ill., 1949.Describes differences in mental abilities,and how to make the most out of yourabilities.

Soundstrips

Continuing Your Education. 24 min.,(2 records, 2 filmstrips), color. HorizonProductions, 301 West 73rd St., KansasCity 14, Mo., 1964.Part I gives reasons for continuingschool. Discusses trade schools, theirvalue, and how to select the right one.Part II discusses colleges and universitiesand how to select the correct one for you.The Fine Art Of Getting A lob. 24 min.,(2 records, 2 filmstrips), color. HorizonProductions, 301 West 73rd St., KansasCity 14, Mo., 1964.Part I examines the instances underwhich full-time employment may be de-sirable after high school. Lists job choicesand where to find career information.Part II gives pointers on the job inter-view, how to prepare for it, how to setup the interview, how to conduct your-self, and the follow-up process.A Time For Decision. 24 min., (2 rec-ords, 2 filmstrips), color. Horizon Pro-ductions, 301 West 73rd St., KansasCity 14, Mo., 1964.Part I gives a process by which a personmay inventory himself in terms ofrealistic goals. Part II presents a wealthof factual information concerning howto become familiar with variouscareers, where to go for information,and how to match this information withindividual abilities and dreams.Trade . . . The Future. 1 33LP, 1 71/2IPS, 1 FS, 1 Manual. ConvairA Divi-sion of General Dynamics Corporation,Educational Services, 3302 Pacific Hwy.,San Diego, Calif., 1959.Opportunities in the trades via appren-ticeship, trade school, or junior college.

57

LOOKING AT NEW LITERATURE

Using Instructional Materials

"Individualizing" and "guiding" areterms frequently encountered in recenteducational publications concernedwith the better use of learning re-sources. Utilization of instructionalmaterials is propelled more and moretoward a "persistent search . . . to findthe 'right' materials. Increasingly, theuse of varied materials recognizcs thefact that different individuals as wellas different learnings require differentlearning resources." Writing in theASCD's recent report on Using Cur-rent Curriculum Developments, Hef-fernan and Alexander further stresstechnology's role which "makes pos-sible appropriate curricular materialsfor both the accelerated and the slowlearners in the same school situation."

Association for Supervision and Cur-riculum Development. Using CurrentCurriculum Developments. A report ofASCD's Commission on Curren; Cur-riculum Developments, Robert S. Gil-christ, chairman. Washington, D.C.:the Association, a department of theNational Education Association, 1963.118 pp. $1.75.

In appraising new developments inmany areas of the school curriculum,ASCD's survey report is centrally ex-ploring the impact of new develop-ments on existing programs. Tracingtrends in the arts, English, foreignlanguages, health and physical educa-tion, mathematics, science, socialstudies, and vocational and technicaleducation, the report culminates in achapter on "Emerging InstructionalTechnology" by Philip Lewis, directorof instructional materials, ChicagoPublic Schools. Lewis emphasizes theinteraction which always takes placeamong methods, materials, and per-sonnel. He points out that in themultimedia approach materials aresele-ted not to enrich or to supple-ment but rather to "consolidate allmaterials and techniques into a designthat insures the best use of the teacherand the media in instruction and meetsthe individual pupil's ways of learn-ing." Among the latter are the 8mm

60

Edward T. Schofield

motion picture, the overhead projec-tor and transparencies, and the pro-gramed learning-teaching machinesdevelopments, all of which hold greatpromise for individualizing instruc-tion. The application of the principlesof instructional systems to conven-tional school situations is visualizedas a challengeone of the greatest yetencountered by educational leadership.

Competent Use bySecondary Teachers

Applying this philosophy to thepreparation of teachers for the class-room, Alcorn, Kinder, and Schunertof San Diego State College in theirnew text, Better Teaching in Second-ary Schools, lay increasing emphasison the role of using instructionalmaterials. The authors have attemptedto familiarize teachers with the tre-mendous potentialities and varieties ofinstructional materials by making thesection of the text dealing with thecompetent use of materials a majordivision of the book. By recognizinginitially that materials sometimeshave been used ineffectively, the au-thors highlight the need for becom-ing sophisticated in this field throughan expert knowledge of criteria forselection and techniques for goodutilization.

Alcorn, Marvin D.; Kinder, James S.;and Schunert, Jim. Better Teaching inSecondary Schools. New York: Holt,Rinehart and Winston, 1964. 598 pp.

Starting with the familiar and ubi-quitous textbook, the use of whichnevertheless is frequently misunder-stood, the authors describe, define,suggest, and illustrate sound principlesof use. From this foundation they pro-ceed to orient teachers with a knowl-edge of the school library and itsresources, neglecting little that shouldbe known by instructors regarding therange of library holdings and theirincorporation in lessons. Conventionalaudiovisual materials are presented bytypes from flat pictures to motion pic-

tures and auditory aids. Finally, tele-vision, the language laboratory, teach-ing machines, and new developmentsin room environment are presented.In each instance sufficient data is givento assist the novice in recognition ofthe material, its strengths, and tech-niques for classroom utilization. De-spite its wide range of coverage, BetterTeaching in the Secondary Schoolscautions teachers not to become com-placent since "materials used in to-day's schools are good, but they canbecome better. Continued research ofinstructional materials and their use isneeded."

Case Studies of Programed Instruction

Individualizing instruction seemsuniquely centered around the tech-nique of the teaching machine. TheFund for the Advancement of Educa-tion has made possible the presentationof varied approaches to programedlearning in its current publication,Four Case Studies of Programed In-struction. Reports from Manhasset,Denver, Chicago, and Provo, Utah,are presented as evidence of what weactually can determine about the useof this method of instruction.

Fund for the Advancement of Educa-tion. Four Case Studies of ProgramedInstruction. New York: the Fund,1964. 119 pp. Free.

Among the various programs insti-tuted in the Manhasset Junior HighSchool, teachers apparently found sat-isfaction only with English 2600.Although disappointed with results,the school administration expects tosee changes which may later alter thisinitial outcome. In Denver, effortswere centered on constructing localprograms, making their experience aninteresting and different one. Whileprogram building proved to be anonerous and difficult task, the projectresulted in improved teacher under-standing of principles and techniques.The Chicago research suggested thatpresent materials were not likely tosatisfy either teachers or students. InProvo, the findings seemed substan-tially the same, indicating the need formore and a greater variety of pro-grams to fit individual needs.

The pamphlet concludes with thereprinting of Wilbur Schramm's earlier(1962) survey of "Programed In-struction Today and Tomorrow."Schramm's analysis of programed in-struction parallels in large measurethe experiences reported in the casestudies. His projection of the futureof programed instruction centers

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62

around the need for more effort atmaking programs which must "beplaced on the growing edge of the art,rather than the safe and conservativecommercial 'center,' and for more re-search directed toward the larger im-plications and theoretical problems ofprogramed instruction." As the evi-dence of the cases presented in thepublication shows, schools must makemore imaginative applications of pro-gramed instruction and teachers mustbe trained to use these new methodsexpertly. The whole impact of themovement on teaching can be imple-mented only as "other channels of in-struction such as television, textbooks,films and other audiovisual means,workbooks, class teaching, and groupstudy are examined to see where theycan beneficially apply some of theprinciples of programed instruction."

Classroom Lab for Social Studies

As the trends in social studies haveinfluenced the teacher's methodology,so have changes developed in learningactivities in the classroom. Succinctlystated by a team of authors in Guid-ing Children Through the SocialStudies, new light is shed on the socialstudies in a way that this phase of thecurriculum "becomes for pupils andteachers a sensible, feasible, and so-cially useful area of the total schoolcurriculum."

Reynolds, Robert W., and others.Guiding Children Through the SocialStudies. Washington, D.C.: Depart-ment of Elementary-Kindergarten-Nursery Education, a department ofthe National Education Association,1964. 35 pp. $1.

The concept of the classroom as alaboratory is fully explored in socialstudies as "an arranged environment."This environment is described as one"rich in authentic materials, pictures,and artifacts" reflecting the peoplestudied. Here the multimedia approachis crystallized as a purposeful and in-escapable approach to learning. Inthis environment learning takes manyforms from many inspirations.

Individualizing Instruction

One evidence of variation requiredin the utilization of instructional ma-terials is found in the brief pamphleton individualizing instruction, editedby Margaret Rasmussen, wherein themarshaling of resources and tech-niques is studied in relation to thecapacity of the pupil as a person. Nomatter how intelligently we bring

groups together, "there is still the taskof reaching the individual."

Margaret Rasmussen, editor. Individ-ualizing Education. Washington, D.C.:Association for Childhood EducationInternational, 1964. 64 pp. $1.25.

While the Rasmussen report doesnot delve into instructional materialsminutely, the concepts developed inthis study as they relate to educationalexperiences are vital reading for thesuppliers of instructional materials.

Re-Issued Montessori Manuals

The "individualizing" of instructionrecalls the techniques of Maria Mon-tessori as revealed in her own writings.

Montessori, Maria. Spontaneous Ac-tivity in Education. (The AdvancedMontessori Method, Vol. 1the edu-cation of children from 7 to 11.)Cambridge, Mass.: Robert Bentley,1964. 384 pp. $6.50.Montessori, Maria. The MontessoriElementary Material. (The AdvancedMontessori Method, Vol. 2the edu-cation of children from 7 to 11.)Cambridge, Mass.: Robert Bentley,1964. 512 pp. $8.50.

Robert Bentley, Inc., publishers andimporters of books, have re-issued twoof the Montessori manuals which havebeen out of print for 47 years. Theseare described as contributions to "AnAmerican Montessori revival whichis in full swing."

Filmstrip on Oceanography

The National Academy of Sciences-National Research Council is produc-ing a series of eight narrated filmstripsdesigned for use in high school class-rooms. Four of the' strips are nowready for manufacture, and the re-maining four will be available in thenear future. The NAS/NRC will sup-ply color film negative masters foreach filmstrip (60 to 70 frames each),the master magnetic tape recordingsof the narrations to be used to producethe narration records (about 15 min-utes), and film negatives for all printedmatter including two 12-page booklets(narrations and bibliography), andbox covers.

Interested filmstrip manufacturersand/or distributors are invited to con-tact Mr. Richard C. Vetter, projectdirector, National Academy of Sci-ences-National Research Council,Committee on Oceanography, 2101Constitution Avenue, Washington,D.C. 20418.


INDEX OF AUDIOVISUAL REVIEWS

Bony Stoops, Indexer

A Is FOR ATOM (Revised edition), m.p.,General Electric; Landers Film Re-views, Sept 1964, p. 1562. Peacefulnuclear power

ADVENTURES IN SHARPS AND FLATS, m.p.,Reid H. Ray Film Industries for H.and A. Selmer, Inc.; Business Screen,vol. 25, no. 3, p. 66. Recruitmentof school musicians

Am CARGO--A MODERN MARKETINGTooL, m.p., Coleman Productions forUnited Aircraft Corporation; Busi-ness Screen, vol. 25, no. 5, p. 40

ANCIENT EGYPTIAN, m.p., InternationalFilm Foundation; Film Review Di-gest, June 1964, p. 1

ANDREW JACKSON AT THE HERMITAGE,m.p., Coronet; Landers Film Re-views, Sept 1964, p. 1538. Grades7-12

ANIMALS THAT LIVE IN THE SURF, m.p.,Sigma Educational Films; LandersFilm Reviews, Sept 1964, p. 1538.Grades 4.9

ATOMIC FINGERPRINT (MAGIC OF THEATOM SERIES), m.p., Handel FilmCorp.; Landers Film Reviews, May1964, p. 1484. Neutron activationanalysis

ATOMIC POWER PRODUCTION, m.p., Han-del Film Corp.; Landers Film Re-views, Sept 1964, p. 1539. All levels

AUDIO - VISUAL REPRESENTATIVE, Sd fs,Bailey Films; Ed Screen and AYGuide, Sept 1964, p. 530. Job of theAV building coordinator

AUTOMANIA 2000, m.p., Ha las & Bat-chelor Cartoon Films, Ltd.; Contem-porary Films; Landers Film Reviews,Sept 1964, p. 1539. Traffic problems;satire

BACTERIA AND THEIR SENSITIVITY TOANTIBIOTICS AND GERMICIDES, kit,Co lab Laboratories, Inc,; ScienceTeacher, Sept 1964, p. 73

BASIC ENGLISH USAGE: THE SENTENCE(Series), fs, Society for Visual Edu-cation; Ed Screen and AY Guide,Sept 1964, p. 530

BASIC REPRODUCTION PROCESSES IN THEGRAPHIC ARTS, m.p., Matt FarrellProductions; Film Review Digest, June1964, p. 1

BetSKETBALL FUNDAMENTALS (Secondedition), m.p., Coronet Films; Land=ers Film Reviews, June 1964, p. 1518

BEFORE IT'S Too LATE, m.p.; Audio Pro-ductions for Bell Telephone System;Business Screen, vol. 25, no. 5, p. 14.Value of seat belts

64

BETTER BREAKFASTS, U.S.A., m.p., CerealInstitute; Landers Film Reviews, Sept1964, p. 1562. Grades 4-9

BEYOND THREE DOORS, m.p., HenryStrauss Productions for Bell Tele-phone System; Business Screen, vol.25, no. 5, p. 29. Citizen's role in goodgovernment

BLIND GARY DAVIS, m.p., Harold Becker;Contemporary Films; Landers FilmReviews, Sept 1964, p. 1539. Folkmusic

BOY OF JAPAN: ITO AND HIS KITE, m.p.,Coronet Films; Landers Film Reviews,June 1964, p. 1518. Grades 1-6

BOYHOOD OF THOMAS EDISON, m.p., Cor-onet Films; Ed Screen and AY Guide,Sept 1964, p. 533

BRITISH COMMONWEALTH OF NATIONS,m.p., Coronet Films; Landers FilmReviews, May 1964, p. 1484

BUDDHIST WORLD, m.p., Coronet Films;Ed Screen and AY Guide, Sept 1964,p. 533. High school

CALLED TO SERVE, m.p., Family Films;Ed Screen and AY Guide, Sept 1964,p. 529. The ministry as a vocation

CAMOUFLAGE IN NATURE THROUGH FORMAND COLOR MATCHING (Second Edi-tion), m.p., Coronet; Landers FilmReviews, Sept 1964, p. 1540; ScienceTeacher, Sept 1964, p. 68

CAMOUFLAGE IN NATURE THROUGH PAT.TERN MATCHING (Second edition),m.p., Coronet; Landers Film Reviews,Sept 1964, p. 1540; Science Teacher,Sept 1964, p. 68

CAMPINGA KEY TO CONSERVATION,m.p., Indiana University; Landers FilmReviews, June 1964, p. 1519. Grades4-9

CARCASSONNE: A FRENCH FORTRESS,m.p., Ernest Kleinberg Films; LandersFilm Reviews, May 1964, p. 1485.French language

CASE HISTORY OF A RUMOR, m.p., CBS-TV; Carousel Films; Film News, vol.21, no. 3, p. 9; Landers Film Reviews,Sept 1964, p. 1540

CENSORSHIP: A QUESTION OF JUDGMENT,m.p., Horizon Film Productions; In-ternational Film Bureau; Landers FilmReviews, May 1964, p. 1486. Jr highand up

CENTRAL CITY, COLORADO, m.p., NewEra Production for Adolph CoorsCompany; Landers Film Reviews,Sept 1964, p. 1563

CHARLEMAGNE: UNIFIER OF EUROPE,m.p., Tadie Cinema and Jean Hubertfor Encyclopaedia Britannica Films;Landers Film Reviews, June 1964,p. 1519

CHARM BY CHOICE, sd fs, Wilding Pic-tures for National Urban League; As-sociation Films; Film News, vol. 21,no. 3, p. 27. Grooming for teenagegirls

CHILDREN LEARN FROM FILMSTRIPS,m.p., National Film Board of Can-ada; McGraw-Hill; Film Review Di-gest, June 1964, p. 1. Audiovisualmethods

CHRISTIANITY IN WORLD HISTORY (TO1000 A.D.), m.p., Coronet Films;Landers Film Reviews, May 1964,p. 1486

CITY OF THE FUTURE (City in HistorySeries), m.p., National Film Boardof Canada; Sterling Educational Films;Film News, vol. 21, no. 3, p. 9.Urban planning

Oyu. WAR: 1863-1865, m.p., CoronetFilms; Landers Film Reviews, June1964, p. 1520. Grades 7-12.

CIVIL WAR: POSTWAR PERIOD, m.p., Cor-onet Films; Landers Film Reviews,June 1964, p. 1521. Grades 7-12

COLLEGE, m.p., Pyramid Productions;Film Review Digest, June 1964, p. 2.Impressionistic view of the inquiringmind; college and adult

COLORS OF ITALY, m.p., Wilding, Inc.,for Alitalia Airlines; AssociationFilms; Business Screen, vol. 25, no. 5,p. 41. Travelogue

COMPANY PROFILE, m.p., Jam HandyOrganization for The Hoover Com-pany; Business Screen, vol. 25, no. 4,p. 33. History and worldwide scopeof The Hoover Company

CRAYON, m.p., ACI Productions; Land-ers Film Reviews, June 1964, p. 1521.Elementary through college

CRISIS IN PRESIDENTIAL SUCCESSION,m.p., Gene De Poris for CBS-TV;Landers Film Reviews, June 1964, p.1522

DEFENSIVE DRIVING TACTICS, m.p.,Charles Cahill & Associates; LandersFilm Reviews, May 1964, p. 1487

DEGAS: MASTER OF MOTION, m.p., Uni-versity of Southern California; Land-ers Film Reviews, Sept 1964, p. 1541.Ballet; painting

DISCOVERING LINE, m.p., Film Asso-ciates of California; Film News, vol.21, no. 3, p. 7. Art

THE DOUGHNUTS, m.p., Weston Woods.Studios; Landers Film Reviews, June1964, p. 1522. Episode from RobertMcCloskey's Homer Price; grades 4-9

DRESSING UP, m.p., Good GroomingCouncil of America; United WorldFilms; Business Screen, vol. 25, no. 3,p. 74. Teenage grooming.

ECLIPSE OF THE QUIET SUN, m.p., Doug-las Aircraft with National GeographicSociety; Douglas Aircraft; BusinessScreen, vol. 25, no. 3, p. 70. 1963.Solar eclipse


ECUADOR -LAND OF THE EQUATOR, m.p.,Thomas L. Schmidt; Le Mont Films;Landers Film Reviews, June 1964,p. 1523. Grades 4-12

ELECTRICITY AND HOW IT IS MADE, m.p.,Encyclopaedia Britannica Films; Land-ers Film Reviews, Sept 1964, p. 1541.Primary grades

EMPEROR'S OBLONG PANCAKE, m.p., JohnWilson Productions; Sterling Educa-tional Films; Landers Film Reviews,Sept 1964, p. 1542. Story; grades 1-6

EUGENE ATGET, m.p., Harold Becker;Contemporary Films; Landers FilmReviews, Sept 1964, p. 1542. Stillphotography; Paris in early 1900's

EUROPE FROM DUSK TO DAWN, m.p.,Wilding, Inc., for Alitalia Airlines;Association Films; Business Screen,vol. 25, no. 5, p. 41. Travelogue

EVALUATION-A NEW INTEGRATION OFMANAGEMENT THEORY, sd fs, Execu-tive Development, Inc.; BusinessScreen, vol. 25, no. 3, p. 74

EVERY DROP FIT TO DRINK, m.p., Visual-scope, Inc., for The Soap and Deter-gent Association; Association Films;Business Screen, vol. 25, no. 4, p. 34.Control of water pollution

EVERYBODY HAS Two JOBS, m.p., Par-thenon Pictures for United States In-dependent Telephone Association;Business Screen, vol. 25, n 4, p. 35;Landers Film Reviews, p. 1563. Em-ployees and public relations

EXCAVATIONS AT LA VEN TA, m.p., Uni-versity of California; Landers FilmReviews, May 1964, p. 1487. Archeo-logical study of Olmec culture insouthern Mexico

EXCITING WORLD OF STEVENS FABRICS,m.p., On Film for J. P. Stevens Co.;Film News, vol. 21, no. 3, p. 12

THE EXILES, m.p., Kent Mackenzie; Con-temporary Films; Film Review Di-gest, June 1964, p. 2; Landers FilmReviews, May 1964, p. 1488. Socialproblems of urbanized American In-dians

EXPLORING THE HUMAN NERVOUS SYS-TEM, m.p., Churchill Films; FilmNews, vol. 21, no. 3, p. 10. High-school science

FIRE AND OXIDATION, m.p., CoronetFilms; Landers Film Reviews, May}964, p. 1489; Science Teacher, May1964, p. 73. Grades 7-12

FIRST FIFTEEN YEARS, m.p., Stuart Fin-ley for Ohio River Valley Water Sani-tation Commission; Landers Film Re-views, Sept 1964, p. 1543. Water pol-lution and its control in Ohio RiverValley

FOREIGN TRADE - CHALLENGE OF A

CHANGING WORLD, m.p., Republic SteelCorp.; Business Screen, vol. 25, no. 4,p. 18

FOREST LOOKOUT, m.p., Sigma Educa-tional Films; Landers Film Reviews,Sept 1964, p. 1543. Elementary

FORUM SCENE (JULIUS CAESAR), m.p.,Avon Productions; International Film

66

Bureau; Landers. Film Reviews, June1964, p. 1523. Charlton Heston andJeffrey Hunter, directed by DavidBradley

FOUR ARTISTS PAINT ONE TREE, m.p.,Walt Disney Productions; LandersFilm Reviews, Sept 1964, p. 1543.Painting

FOUR VIEWS OF CAESAR, m.p., CBS-TV;Film Associates of California; Land-ers Film Reviews, June 1964, p. 1524.Biography by four authors

FREEWAY DRIVING TACTICS, m.p., CharlesCahill and Associates; Film Net's, vol.21, no. 3, p. 6

FRUIT FLY -KEY TO IDENTITY, fS, Mc-Graw -Hill; Science Teacher, Sept1964, p. 71

GALVA N I AND VOLTA, m.p., JournalFilms; Science Teacher, May 1964,p. 73. Early scientific endeavor; highschool

GEOLOGY MODELS, plastic models, J. N.Hubbard Scientific Co.; ScienceTeacher, Sept 1964, p. 71. Grades 5-12

THE GIFT, m.p., Philip Stapp for Broad-casting & Film Commission of Na-tional Council of Churches; LandersFilm Reviews, Sept 1964, p. 1544.Christian stewardship; jr high and up

GOLDEN AGE OF GREECE, m.p., CBS-TV; Carousel Films; Landers FilmReviews, June 1964, p. 1524

GOLDEN FISH, m.p., J. Y. Cousteau; Co-lumbia Pictures Corp.; Film News,vol. 21, no. 3, p. 6. Children's story

GOVERNOR, m.p., Vision Associates;Business Screen, vol. 25, no. 4, p. 28.Activities of the governor of Massa-chusetts

GRAVITY, WEIGHT, AND WEIGHTLESSNESS,m.p., Film Associates of California;Film News, vol. 21, no. 3, p.

THE GREAT UNFENCED, m.p., Harry At-wood; Film News, vol. 21, no. 3,p. 10. Australian "outback"

GREEN CITY, m.p., Stuart Finley Films;Landers Film Reviews, Sept 1964,p.1545. Urban conservation; all levels

HAILSTONES AND HALIBUT BONES, m.p.,John Wilson Productions; SterlingEducational Films; Film News, vol.21, no. 3, p. 11; Film Review Digest,June 1964, p. 3; Landers Film Re-views, June 1964, p. 1525. Visualiza-tion of Mary O'Neill's poem; all ages

HANUKKAH AND CHRISTMAS, sd fs, Societyfor Visual Education; Ed Screen andAV Guide, Sept 1964, p. 528

HAPPY PACE OF SWITZERLAND, m.p.,Swiss National Tourist Office; FilmNews, vol. 21, no. 3, p. 8. Travelogue

HARDENED STEEL ROLLS, m.p., AudioProductions, Inc., for Bethlehem SteelCompany; Modern Talking PictureSavice; Business Screen, vol. 25, no.4, p. 31. Manufacture of steel

HEZEK /AH'S WATER TUNNEL, m.p., Grif-fon Graphics; Rarig's, Inc.; LandersFilm Reviews, June 1964, p. 1525.Biblical archeology

HIGH, LONESOME SOUND, m.p., JohnCohen; Brandon Films; Landers FilmReviews, Sept 1964, p. 1545. Kentuckymountain music

HIGH SCHOOL BIOLOGY CLUB SERIES, fS,Filmstrip-of-the-Month Club; EdScreen and AV Guide, Sept 1964,p. 530

HOW PINE TREES REPRODUCE, Encyclo-pedia Britannica Films; Landers FilmReviews, May 1964, p. 1489

How SIMPLE MACHINES MAKE WORKEASIER, m.p., Coronet Films; Lan JersFilm Reviews, May 1964, p. 1490.Primary

HOW THE OPINION MAKER MAKES OPIN-IONS, m.p., Parthenon Pictures forAmerican Medical Political ActionCommittee; Business Screen, vol. 25,no. 3, p. 61. Practical politics

How TO LOOK AT A CITY (Metropolis:Creator or Destroyer Series), m.p.,George C. Stoney Associates for Na-tional Educational Television; IndianaUniversity; Film News, vol. 21, no. 3,p. 10. Urban planning

How TO PLAY HOCKEY SERIES, m.p.,Crawley Films, Ltd.; InternationalFilm Bureau; Landers Film Revie4's,June 1964, p. 1526

How To READ A Boom (Second edition),m.p., Coronet Films; Landers FilmReviews, May 1964, p. 1490

How TO USE THE MICROSCOPE, fs, Caro-lina Biological Supply Co.; ScienceTeacher, Sept 1964, p. 68. Jr high

HOW WE KNOW ABOUT THE ICE AGES,m.p., Film Associates of California;Landers Film Reviews, Sept 1964,p. 1545. Geology; grades 4-9

THE HUTTERITES, m.p., Colin Low forNational Film Board of Canada; Ster-ling Educational Films; Ed Screen andAV Guide, Sept 1964, p. 528; LandersFilm Reviews, Sept 1964, p. 1546.Canadian religious sect; senior high,college, adult.

I JUST WORK HERE, m.p., RoundtableFilms, Inc.; Business Screen, vol. 25,no. 4, p. 18. Customer relations

I NEVER WENT BACK, m.p., CharlesCahill and Associates; Business Screen,vol. 25, no. 3, p. 74. School dropouts;jr high and up

k ARUS AND DAEDALUS, m.p., SterlingEducational Films; Landers Film Re-views, May 1964, p. 1491

IN A DARK TIME, m.p., David Myers forthe Poetry Center; ContemporaryFilms; Landers Film Reviews, May1964, p. 1491. Poetry of TheodoreRoethke

INDIA-ASIA'S SUBCONTINENT, m.p., PaulHoefier Productions; Walt Disney Pro-ductions; Landers Film Reviews, Sept1964, p. 1546. All levels

INDIAN BOY OF THE SOUTHWEST, m.p.,Film Associates of California; LandersFilm Reviews, Sept 1964, p. 1547

INDIAN INFLUENCES IN THE UNITEDSTATES, m.p., Coronet Films; LandersFilm Reviews, 7.une 1964, p. 1526,Grades 4-9

AUDIOVISUAL INsTRucTioN-ejanuary .1965

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68

JAPANLAND OF THE KAMI, m.p., Hori-zon Films; Sterling Educational Films;Film News, vol. 21, no. 3, p. 26.Japanese religious sects

JOHN FITZGERALD KENNEDY, 1917-1963,m.p., 20th Century-Fox; Films, Inc.;Landers Film Reviews, Sept 1964,p. 1547. Biography

JOURNEY INTO THE PAST, m.p., Boulton-Hawker Film with D. C. Chipperfield;International Film Bureau; LandersFilm Reviews, June 1964, p. 1527.Geography and history of Mediterra-nean area

JULIUS CAESAR THE RISE OF THE RO-MAN EMPIRE, m.p.; Encyclopaedia Bri-tannica Films; Landers Film Reviews,Sept 1964, p. 1548. Grades 7-12

JUST LIKE ME, m.p., Karl B. Lohmann,Jr.; Thorne Films; Film Review Di-gest, June 1964, p. 3. Human relations;elementary

THE KREMLIN, m.p., George A. Vicasfor NBC News; McGraw-Hill; Lan-ders Film Reviews, June 1964, p. 1528.Russian history

LANGUAGE OF MAPS, m.p., EncyclopaediaBritannica Films; Landers Film Re-views, Sept 1964, p. 1548. All levels

LET'S KEEP FOOD SAFE TO EAT, m.p.,Coronet Films; Landers Film Reviews,Sept 1964, p. 1549. Grades 1-6

LETTER TO GRANDMOTHER (Second edi-tion), m.p., Coronet Films; LandersFilm Reviews, Sept 1964, p. 1549.Postal service

LEWIS MUMFORD ON THE CITY SERIES,m.p., National Film Board of Canada;Sterling Educational Films; LandersFilm Reviews, June 1964, p. 1528.Urban problems

LEXINGTON-CONCORD, m.p., NBC forAmerican Landmark Series; McGraw-Hill; Landers Film Reviews, Sept1964, p. 1550. American history; alllevels

LIFE STORY OF A MOTHTHE SILKWORM(Basic Life Science Series), m.p.,Encyclopaedia Britannica Films; Lan-ders Film Reviews, June 1964, p. 1529.Grades 4-9

LIFE STORY OF A SNAKE (Basic Life Sci-ence Series), m.p., Encyclopaedia Bri-tannica Films; Landers Film Reviews,May 1964, p. 1492. Elementary

LIFE STORY OF THE RED-WINGED BLACK-BIRD (Basic Life Science Series), m.p.,Encyclopaedia Britannica Films; Lan-ders Film Reviews, May 1964, p. 1492.Elementary

LITTLE ENGINE THAT COULD, m.p., Coro-net Films; Landers Film Reviews, May1964, p. 1493. Children's story

LOOKING AT BIRDS (Basic Life ScienceSeries), m.p., Encyclopaedia BritannicaFilms; Landers Film Reviews, Sept1964, p. 1550. Elementary

LUDHIANA MADE THE DIFFERENCE, m.p.,Burt Martin Associates for UnitedPresbyterian Church in the U.S.A.;Film News, vol. 21, no. 3, p. 26. Workof Ludhiana Christian Medical Collegein India

MAGNETS AND HOW TO USE THEM, m.p.,Peggy and Yoram Kahana; Film Asso-ciates of California; Landers Film Re-views, Sept 1964, p. 1550. Grades 1-6

MAKING OF THE PRESIDENT 1960, m.p.,David Wolper Productions; XeroxCorp.; Business Screen, vol. 25, no. 4,p. 6; Film News, vol. 21, no. 3, p. 9

MANOUANE RIVER LUMBERJACKS, m.p.,National Film Board of Canada; Ster-ling Educational Films; Landers FilmReviews, Sept 1964, p. 1551. Cana-dian lumber industry

MARSHLAND IS NOT WASTELAND, m.p.,Roy Wilcox Productions; Film ReviewDigest, June 1964, p. 3. Conservation

MARVELOUS MOUSETRAP, m.p., NorwoodStudios for Bureau of National Affairs,Inc.; Business Screen, vol. 25, no. 4,p. 18; Film News, vol. 21, no. 3, p. 11.Importance of high standards in manu-facture and distribution of goods

"MAY I HELP You?" m.p., ParthenonPictures for American Telephone &Telegraph; Landers Film Reviews,Sept 1964, p. 1564. Telephone i ifor-mation operator training

MEASUREMENT IN PHYSICAL SCIENCE,m.p., Coronet Films; Science Teacher,May 1964, p. 73. Grades 7-12

MEKONGTHE STORY OF A RIVER, m.p.,South East Asia Shell Film Unit forthe Shell International PetroleumCompany, Ltd.; Business Screen, vol.25, no. 4, p. 17. Development of ariver in southeast Asia

METALS AND NON-METALS (Second edi-tion), m.p., Coronet Films; LandersFilm Reviews, Sept 1964, p. 1551.Senior high

METAMORPHOSISLIFE STORY OF THEWASP, m.p., Encyclopaedia BritannicaFilms; Science Teacher, May 1964,p. 73. Jr high science

MEXICO SERIES, fs, iEncyclopaedia Britan-nica Films; Ed Screen and AV Guide,Sept 1964, p. 530. Middle and uppergrades

MILLION CLUB, m.p., Film Counselors,Inc., for American Cancer Society;Business Screen, vol. 25, no. 3, p. 74.Cancer detection

MISSISSIPPI RIVER: ITS ROLE IN AMERI-CAN HISTORY, m.p., Justin and Geral-dine Byers; Bailey Films; LandersFilm Reviews, May 1964, p. 1493.Grades 4-9

MORNING ON THE LIEVRE, m.p., DavidBarstow for National Film Board ofCanada; Encyclopaedia BritannicaFilms; Landers Film Reviews, June1964, p. 1529. Visualization of Archi-bald Lampman's poem

MOUNTAIN MEN, m.p., Arthur Barr; EdScreen and AV Guide, Sept 1964,p. 534; Landers Film Reviews, Sept1964. p. 1552. Fur trappers and tradersin Northwest Territory in early 1800's

NATION ON WHEELS, m.p., Leif Rise Pro-ductions; Landers Film Reviews, May1964, p. 1494. Documentary on auto-mobiles in American society


NATIONAL PARKS: OUR AMERICAN HERI-TAGE, m.p., Guy Haselton; BaileyFilms; Landers Film Reviews, May1964, p. 1495

NEW FLAG, sd fs, Methodist Board ofMissions; Ed Screen and AV Guide,Sept 1964, p. 528. American boy'sview of Indonesia; intermediate

NEW FORMOSA, m.p., Productions Unlim-ited; Landers Film Reviews, June 1964,p. 1530

THE 91ST DAY, :up., Vision Associatesfor Smith, Kline, & French Labora-tories; Film News, vol. 21, no. 3, p. 7.Treatment of mental illness

No HIDING PLACE (East Side-West SideSeries), m.p., Talent Associates forCBS-TV; Carousel Films; Film News,vol. 21, no. 3, p. 26. Integrated housing

NORTHWOODS ADVENTURE, m.p., Roy Wil-cox Productions; Landers Film Re-views, Sept 1964, p. 1552. Conservationof wildlife

OCEANOGRAPHY s TEACHING KIT, Sd fs,Doug George Associates; ScienceTeacher, Sept 1964, p. 69. Jr high

AN OCCURRENCE AT OWL CREEK BRIDGE,MN Robert Enrico^ ContemporaryFilms; EFLA Bulletin, Sept 1964, p. 2.Ambrose Bierce's Civil War Story

OF MEN AND MINDS, m.p., AmericanHeart Association with E. R. Squibband Sons; Film News, vol. 21, no. 3,p. 11. Heart disease research

OF STARS AND MEN, m.p., John and FaithHub ley; Brandon Films; Landers FilmReviews, June 1964, p. 1530. Signifi-cance of man's position in the universe

OF TIME, WORK, AND LEISURE, m.p.,Ralph J. Tangney for National Edu-cational Television; Lenders Film Re-views, May 1964, p. 1496. Americans'use of leisure time

OFFICIAL BASEBALL, m.p., National Fed-eration of State High School AthleticAssociations; Wilson Sporting Goods,Inc.; Wheaties Sports Foundation; Of-ficial Sports Film Service; Landers FilmReviews, Sept 1964, p. 1565

ON THIS MOUNTAIN, m.p., Avram S.Doryon; Dorion Films, Landers FilmReviews, Sept 1964, p. 1553. Threestories from Solomon's life; all levels

OUR AMERICAN HERITAGE OF FOLKMUSIC SERIES, sd Ks, Burton Munk andSociety for Visual Education; FilmNews, vol. 21, no. 3, p. 27

OUR AUDIOVISUAL HERITAGE, sd fs; Soci-ety for Visual Education; AVI, Sept1964, p. 478; Ed Screen and AV Guide,Sept 1964, p. 530. History of audio-visual equipment

OUR CLASS WORKS TOGETHER, m.p.,Coronet Films; Landers Film Reviews,June 1964, p. 1531. Primary

OUR WONDERFUL EARS AND THEIR CARE,in.p., Coronet Films; Landers Film Re-views, June 1964, p. 1531. Primary

PANAMA: DANGER ZONE, m.p., Al Was-serman for NBC; McGraw-Hill; Lan-ders Film Reviews, June 1964, p. 1531


PELICAN ISLAND, m.p., Bob Davison withWilliam H. Beh le; Nature-Guide Films;Landers Film Reviews, May 1964,p. 1496

PERSISTENT SEED, m.p., Christopher Chap-man for National Film Board of Can-ada; Hank Newenhouse, Landers FilmReviews, Sept 1964, p. 1553. Urbanconservation; all levels

PHOTOSYNTHESIS: CHEMISTRY OF FOOD-MAKING, m.p., Coronet Films; LandersFilm Reviews, June 1964, p. 1532;Science Teacher, Sept 1964, p. 69

PHYSICAL EDUCATION IN ELEMENTARYSCHOOLS, m.p., Stuart Finley Films;Landers Film Reviews, Sept 1964,p. 1554. Teacher education

PIANISSIMO, m.p., Carmen D'Avino; Cin-ema 16; Film News, vol. 21, no. 3,p. 11. Musical entertainment

THE PLANETS, m.p., Robert Edmonds;International Film Bureau; LandersFilm Reviews, June 1964, p. 1533. Jrhigh and up

PLANT-ANIMAL COMMUNITIES: PHYSICALENVIRONMENT, m.p., Coronet Films;Landers Film Reviews, June 1964,p. 1533; Science Teacher, Sept 1964,p. 69. Grades 7-12

POETRY OF CHRISTMAS, m.p., Frank Gro-ver; Grover Film Productions; LandersFilm Reviews, Sept 1964, p. 1554.Grades 4-9

POLITICS: THE HIGH COST OF CONVIC-TIOI , m.p., Horizon Film Productions;International Film Bureau; LandersFilm Reviews, May 1964, p. 1497.Individual endorsement of politicalcandidates

POND AND THE CITY, m.p., Willard VanDyke for Conservation Foundation;Landers Films Reviews, Sept 1964,p. 1554. Conservation of rural areas

POPULATION ECOLOGY, m.p., Encyclo-paedia Britannica Films; Landers FilmReviews, June 1964, p. 1534

PORTRAITS OF THE EAST, m.p., Wilding,Inc., for Alitalia Airlines; AssociationFilms; Business Screen, vol. 25, no. 5,p. 41. Glimpses of life in India, Japan,Australia, Hong Kong, and Thailand

PRICELESS LABORATORY, m.p., DouglasAircraft Company; Business Screen,vol. 25, no. 3, p. 70. Scientific studyin Antarctica

PRIMARY CLUB FILMSTRIPS SERIES, fs,Filmstrip-of-the-Month Club; Ed Screenand AV Guide, Sept 1964, p. 530.

PRODUCING PHOSPHATES FOR AGRICUL-TURE, m.p., Tiesler Productions forAmerican Cyanamid Corp., BusinessScreen, vol. 25, no. 4, p. 53

PROMISE THAT GREW, m.p., Portafilmsfor ALSAC (Aiding Luekemia StrickenAmerican Children), Film News, vol.21, no. 3, p. 8. Danny Thomas's hos-pital fund-raising project

PULSE OF LIFE, m.p., Pyramid FilmProducers; Business Screen, vol. 25,no. 4, p. 18. Resuscitation in emer-gencies

QUE PUERTO Rico! m.p., THT Produc-tions; Contemporary Films; Landers

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Film Reviews, June 1964, p. 1534.Visual interpretation of Puerto Rico

READING FOR BEGINNERS: WORD SOUNDS,m.p., Coronet Films; Landers FilmReviews, Sept 1964, p. 1555

RED HEN (Second edition), m.p., ArthurBarr Productions; Landers Film Re-views, Sept 1964, p. 1555. Poultry;grades K-3

REFRIGERATION AND AIR CONDITIONING,m.p., Coronet Films; Landers FilmReviews, Sept 1964, p. 1556. Grades4-9

RICE, m.p., Willard Van Dyke for theRockefeller Foundation; Film News,vol. 21, no. 3, p. 12. Improvement ofrice production in Asia

69

RIGHT FROM THE START, m.p., PublicAffairs Committee; Landers Film Re-views, June 1964, p. 1535. Importanceof early immunization

RIVER, m.p., Fred Hudson; Pyramid FilmProducers; Film Review Digest, June1964, p. 4. Poetic interpretation of astream in Yosemite Park

RIVER VALLEY, m.p., Encyclopaedia Bri-tannica Films; Landers Film Reviews,June 1964, p. 1535. Elementary geog-raphy

ROCHESTER, A CITY OF QUALITY, m.p..Jam Handy Organization for Roches-ter Gas & Electric Company; BusinessScreen, vol. 25, no. 5, p. 33

RUMPELSTILTSKIN, m.p., Sterling Educa-tional Films; Landers Film Reviews,Sept 1964, p. 1556. Pantomime bychildren

SCRAP OF PAPER AND A PIECE OF STRING,m.p., John Korty for NBC; Contempo-rary Films , Landers Film Reviews,Sept 1964, p. 1557. Human relations;grades K-9

SEARCH, m.p., Cinecraft Continental Pro-ductions for Youngstown Sheet andTube Company; Business Screen, vol.25, no. 3, p. 64. Steel research

SECOND WORLD WAR: PRELUDE TO CON-FLICT, m.p., Encyclopaedia BritannicaFilms; Landers Film Reviews, Sept1964, p. 1557

ANNART FILM SERIES

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DISCOVERING LINEThe film illustrates the function of line in art.

DISCOVERING TEXTUREHow man uses paints, tools, and materials tochange the texture of surfaces.

DISCOVERING COLORThe techniques of color mixing are demonstratedin this film. It explores the great variety of colorwe can see in the world around us,

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70

SIMPLE MACHINES: WORK AND MECHANI-CAL ADVANTAGE, m.p., Coronet Films,Science Teacher, May 1964, p. 73.Science; grades 7-12

SKETCHBOOK No. 1: THREE AMERICANS,m.p., Robert Snyder with editors ofTime Magazine; Landers Film Re-views, May 1964, p. 1498. Creativework of R. Buckminster Fuller, Willemde Kooning, and Igor Stravinsky

SKI SENSE, m.p., Aetna Life AffiliatedCompanies; Business Screen, vol. 25,no. 3, p. 64. Safety

SKI WITH BUICK, m.p., General MotorsPhotographic Department for BuickMotor Division; Modern Talking Pic-ture Service; Business Screen, vol. 25,no. 5, p. 35. Ski instruction

SLEEPY HEADS, m.p., Stanton Films;Landers Film Reviews, Sept 1964,p. 1557. Value of sleep; primary

SMOKING AND YOU, m.p., Derrick Knightand Partners, Ltd. for the CentralOffice of Information, Great Britain;Contemporary Films; Landers FilmReviews, Sept 1964, p. 1558.

SPACE SCIENCE: AN INTRODUCTION, m.p.,Coronet Films; Landers Film Reviews,May 1964, p. 1499; Science Teacher,Sept 1964, p. 68. Grades 4-9

SPEECH CHAIN, teaching package, BellTelephone Co.; Science Teacher, Sept1964, p. 73. Physics and biology ofspoken language; grades 7-12

STAY IN SCHOOL, m.p., Bailey Films;Landers Film Reviews, Sept 1964,p. 1558. School dropouts; grades 7-12

STORY OF GOOD KING WENCESLAS, sd fs,Society for Visual Education; EdScreen and AV Guide, Sept 1964,p. 528

STORY OF MEASURING TIME: HOURS,MINUTES', SECONDS, m.p., CoronetFilms; Landers Film Reviews, May1964, p. 1499. Elementary throughhigh school

STORY OF OLD CALIFORNIA, m.p., ThomasL. Schmidt; Le Mont Films; LandersFilm Reviews, Sept 1964, p. 1559.Grades 4-12

STRESS, m.p., American Film Produc-tions, Inc.; Business Screen, vol. 25,no, 4, p. 18. Swedish-produced filmon stress reaction in employees

TAKE AN OPTION ON TOMORROW, m.p.,Louis de Rochemont Associates forInternational Business Machines Corp.,and New York State Division forYouth; Business Screen, vol. 25, no. 3,p. 75. Youth rehabilitation

TARGET You, m.p., F. K. Rockett Pro-ductions; Business Screen, vol. 25, no,4, p. 18. Dangers of communist infil-tration of American industry

TEACHING: A QUESTION OF METHOD,m.p., Horizon Film Productions; Inter-national Film Bureau; Landers FilmReviews, May 1964, p. 1500. Teach-er's responsibility for challenging be-liefs

TEACHING WITH VISUAL MATERIALSSERIES, fs, McGraw-Hill Filmstrips;Ed ScrPen and AV Guide, Sept 1964,p. 530. Audiovisual methods


THAT M 1GIC SOMLIIIING, m.p., Martincompany; nusine.ss Screen, vol. 25,no. 4, p. 20. invortance of productreliability

THU RM01.1 I C HMS, m.p., Indust) ia1 Edu-cation Films, Inc.; Business Scree;:.vol. 25, no. 4, p. 52.

To BUILD A ScuommousE, m.p., PelicanMotion Pictures for Educational Facil-ities 1.,,boratories; Business Screen,vol. 25, no. 3, p. 62. Schoolhouseplanning

To CATCH A Rum, m.p., South AfricanTourist Corp.; Sterling Movies U.S.A.;Film News, vol. 21, no. 3. p. 6. Cap-turing rhinos alive

To LIVE AGAIN, m.p., Wilding, Inc., forSt. Barnabas Hospital for ChronicDiseases; Film News, vol. 21, no. 3.p. 8. Treatment of chronically ill atSt. Barnabas Hospital in New York

TRUE STORY OF AN ELECTION, m.p., GaryGoldsmith for Dimension Films:Churchill Films; Social Education,May 1964, p. 301

UNIQUE PETITE BELGIQUE, m.p., RobertDavis Productions; Landers Film Re-views, June 1964, p. 1535. Survey ofBelgium; English narration

UNISPHERE, BIGGEST WORLD ON EARTH,m.p., MPO for United States Steel Co.;Association Films; Business Screen,vol. 25, no. 3, p. 71. Construction ofUnisphere at New York World's Fair

VANDALISM: CRIME OR PRANK? m.p.,Horizon Film Productions; Interna-tional Film Bureau; Landers Film Re-views, May 1964, p. 1500

VARIATIONS ON A THEME, m.p., Bela Ba-lazs Studio; Brandon Films; LandersFilm Reviews, Sept 1964, p. 1559.Anti-war statement

WALK TOGETHER, TALK TOGETHER, m.p.,Tom Carr for American Field Service,sponsored by Johnson's Wax Co.; Lan-ders Film Reviews, Sept 1964, p. 1565.American Field Service student ex-change program

WATCHING THE BALLET, m.p., On Filmfor New York City Ballet; Film News,vol. 21, no. 3, p.

WEATHER WATCH FORECAST, chart, RDMAssociates, Inc.; Science Teacher, Sept1964, p. 71. Grades 4-9

WELCH RIPPLE TANK, equipment, WelchScientific Co.; Science Teacher, Sept1964, p. 73

WHAT IS A STORY, m.p., Film Associatesof California; Landers Film Reviews,May 1964, p. 1501. Elementarythrough high school

WHAT "LIBERTY AND JUSTICE" MEANS,m.p., Churchill Films; Landers FilmReviews, Sept 1964, p. 1560. Grades1-6

WHAT To DO ABOUT UPSET FEELINGS,m.p., Coronet Films; Landers FilmReviews, June 1964, p. 1536. Primary

WHY COMMUNICATION SATELLITES? m.p.,Film Associates of California; LandersFilm Reviews, Sept 1964, p. 1560.Grades 4-9

Churchill films sold nearly 50% morelast year than the year before. It's notbecause we made lots of films either.We just made them with loving care.


WHY DO WE STILL HAVE MOUNTAINS?(Earth Science Series), m.p., Encyclo-paedia Britannica Films; Landers FilmReviews, Sept 1964, p. 1560. Grades4-12

WILDLIFE IN A SOUTHERN SLOUGH, m.p.,International Film Bureau; ScienceTeacher, Sept 1964, p. 71. Grades 4-6

WILDLIFE IN THE JUNGLES OF LATINAMERICA, m.p., Murl Deusing FilmProductions; International Film Bu-reau; Landers Film Reviews, May1964, p. 1501

WILLIE CATCHES ON, m.p., National FilmBoard of Canada; McGraw-Hill; Film

Review Digest, June 1964, p. 4. Devel-opment of prejudice in children

WINGBEATS ON THE SAND, m.p., Roy Wil-cox Productions; Landers Film Re-views, Sept 1964, p. 1561. Conserva-tion of shore birds

WONDERFUL WORLD OF SAN FRANCISCO,m.p., Vista Productions for San Fran-cisco Convention and Visitors Bureau;Modern Talking Picture Service; Busi-ness Screen, vol. 25, no. 3, p. 72; Lan-ders Film Reviews, Sept 1964, p. 1566.Travelogue; all ages

WRESI LiNG : BASIC SKILLS SERIES, m.p.,John Colbur Associates, Inc.; LandersFilm Reviews, June 1964, p. 1536

71

King Comments on

Auto Load Filmstrip Projector

I wonder how far the age of auto-mation is going to go with futureaudiovisual equipment. We have hadout for some time self-threading 8mmprojectors; we have had the Insta-matic Cameras from Kodak; and wehave had the Auto Load 16mm Pro-jector from Bell and Howell. NowBell and Howell have released anAuto Load Filmstrip Projector. MyModel 745C arrived recently, and Iam very happy to be able to share

with you some of my comments con-cerning this novel piece of equipment.

As you look at it you are imme-diately impressed with the fact thatit looks different from the standardfilmstrip projectors now on the mar-ket. Beauty is in the eye of the be-holder, but, to me, this is a veryneatly packaged filmstrip projector.It's compact, not too heavy, and veryeasy to use.

The projector is self-contained. Itdoes not have to be carried in aseparate case. To operate it, yousimply have to unwind the cord whichis coiled around the base of the ma-

. .

I '

I

I . I

I I

I

. s h i .

. s 1 s

" . 1 1 1 I

1 1 1 I s

I 'I1 s sss 1s .

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chine, open the sliding door whichprotects the lens, turn on the switch,and you're in business.

Threading is automatic. While theprojector is designed to use a car-tridge, filmstrips may he used auto-matically without the cartridge if youso desire. However, the cartridgesare going to sell for about 10 cents,and the convenience of the cartridgecertainly justifies the additional ex-penditure. If you use the cartridge,you never have to handle the film-strip. It is always rewound when youchange filmstrips, and there is nodanger of exchanging lids of filmstripcans or putting the wrong filmstrip inthe wrong can. You pick up the car-tridge, insert it in the machine, andyou are ready to project.

I have been very much impressedby the amount of light that the film-strip projector puts on the screen.The Model 745C which I have testedis a 750-watt remote-controlled film-strip projector. This unit uses thesame lamp used in the Bell and Howell16mm projectors. This, to me, is avery desirable feature. It sa les main-taining an inventory of two differentlamps.

There are a number of other pleas-ing features to this projector. Theventilation system to cool the film-strip projector is more than adequate.There are no pressure plates to causethe filmstrip to stick or to scratch.Without pressure plates, there is lesspossibility of dust accumulation.

One novel feature is the methodof tilting the projector. Rather thanraising or lowering one or more legsto level the machine, the whole ma-chine can easily be tilted to the rightor to the left. I have never seenanother machine with this feature.

I have had the opportunity todemonstrate this projector to approxi-mately 350 teachers and administra-tors since I received it. Without ex-ception it has been enthusiasticallyreceived by all who have seen it. Theyhave praised the auto load featurebecause it eliminates any problems orfears the classroom teacher mighthave about loading and operating aprojector. They have been enthusias-tic about the ways of changing pro-jection lamps and/or cleaning thefilter and condensing lens. They alsoagreed with me that the tilting fea-ture was novel and yet practical.

The Auto Load Filmstrip Projectorwill also show 2x2 slides. Slides maybe shown one at a time or, if thesemimatic changer is purchased andused, they may be projected in trayform.

The three models presently avail-


ii

able are the Models 745A, 745B, and745C. Model 745A is a manuallyoperated 500-watt projector costing$99.95. The 745B, which is priced at$129.95, is a 750-watt manuallyoperated unit. The Model 745C,which sells for $149.95, has a remotecontrol unit which permits filmstripsto he advanced or reversed remotely.

The prices of these units are com-petitive with other units now on themarket. They are new; they are at-tractive; and I am sure that theywill he enthusiastically received byteachers. May I suggest that you con-tact your nearest Bell and Howell rep-resentative and ask him to bring oneto your school for a demonstration?W. H. K.

AERA Activities

New executive officer of the Ameri-can Educational Research Association,a department of the NEA, is RichardA. Dershimer. He replaces Ray Ger-berich, who resigned to devote fulltime to his work at Maryland Univer-sity. Dr. Dershimer comes to the officewith wide experience in teaching, re-search, and administration both in thiscountry and abroad. His previous postwas director of special researchprojects and special assistant to thesuperintendent, Pennsylvania StateDepartment of Public Instruction anddirector of the preschool and primaryeducation project. A native of Penn-sylvania, he completed his undergrad-uate work at Cornell College, Iowa;received his master's degree fromTeachers College, Columbia Univer-sity; and his doctorate from HarvardUniversity.

Results of the election late lastspring for AERA divisional vice-presi-dents and secretaries have been an-nounced. In the listings which follow,the first person named is the divisionalvice-president and second is the secre-tary; the terms of the offices terminateat the end of the annual meeting inthe years indicated.

Division A, Administration: RoaldF. Campbell (1966), Luvern Cun-ningham (1967);

Division B, Curriculum and Objec-tives: John I. Goodlad (1965), B.Othanel Smith (1966);

Division C, Learning and Instruc-tion: John B. Carroll (1966), T. L.Harris (1967);

Division D, Measurement and Re-search Methodology: Julian C. Stan-ley (1965), Donald M. Medley(1966);

Division E, Student Developmentand Personnel Services: Dale B. Har-ris (1966), John A. Guthrie (1967).


Educational Media Council

Officers Elected

Representatives of the EducationalMedia Council's 14-member associa-tion elected officers for the comingyear at their October meeting in Wash-ington, D.C.

Reelected as Council president wasJames D. Finn, director of the NEAInstructional Technology and MediaProject at the School of Educationof the University of California, whoserves on the Council as a representa-tive of the Department of AudiovisualInstruction of the National EducationAssociation. Also reelected were Wil-liam G. Harley, president of theNational Association of EducationalBroadcasters, who is vice-president ofthe Council; and Ben Edelman, assist-ant manager for Government-IndustryRelations of the Western ElectricCompany, serving as secretary of theCouncil, on which he represents theElectronic Industries Association.

The new Council treasurer is EmilyS. Jones, administrative director of theEducational Film Library Association.Directors of the Council who willserve with the officers as members ofits executive committee are HaroldD. Drummond, chairman of the De-partment of Elementary Education atthe University of New Mexico, aCouncil representative of the Associa-tion for Supervision and CurriculumDevelopment; directors-at-largeCharles F. Schuller, who is director ofthe Audio-Visual Center at MichiganState University; and Robert E. Slaugh-ter, senior vice-president of McGraw-Hill, Inc., who serves on the Councilas a representative of the AmericanTextbook Publishers Institute.

Suggested Readings for Convention

A review of the following books andarticles will be of interest to membersplanning to attend the DAVI Conven-tion in Milwaukee, April 25-30, 1965:

Divizia, Margaret. "Pressure orPlanning, Which Shall ActivateChange?" AUDIOVISUAL INK RUCTION9:81; January 1964.

Mial, Dorothy. "The PrincipalAChange Agent." The National Ele-mentary Principal 46: 27-31; Septem-ber 1964.

Corey, Stephen M. Helping OtherPeople Change. Columbus: Ohio StateUniversity Press, 1963. 89 pp.

Miles, Matthew B., editor. Innova-tion in Education. New York: Bureauof Publications, Teachers College, Co-lumbia University, 1964.

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The Woman with the

Car on Her Head

Illustrating school textbooks formost African children who have al-most never seen a picture book athome can raise some special problems.When a child sees a drawing of anordinary street scene with a womanin the foreground and a motorcar be-hind her, his immediate reaction is toinquire why she is carrying the car onhe head. If the drawing shows a roomwith a man in the background and,say, a vase of flowers in the front ofthe picture, the child asks why theman is going to put his foot into thevase.

This was one of the problems metby Mr. Andreas Klitgaard, a Danishpublisher from Rungsted Kyst, northof Copenhagen, who has just com-pleted two and a half years as a spe-cialist in graphic arts at the UnescoRegional Center for Educational Re-search and Information in Africa, atAccra, Ghana.

Visiting the Unesco headquartersrecently on completion of his mission,Mr. Klitgaard said that visual instruc-tion is a very important and helpfulpart of teaching in Africa, both inprimary and secondary schools. "Oneof my jobs," he said, "was to find theAfrican artists to provide the neces-sary illustrations. I found many, asthere are a number of good artistsnow in Africa where most universitiesor institutions of higher educationhave an art school."

"But getting the point of the illus-tration across to the child is often adifficult matter," Mr. Klitgaard added."African children are not taught tolook at illustrations in the same wayas European children. I found veryoften that the idea of perspective, ofthere being more than just the twodimensions represented, was difficultfor them to grasp."

One of the primary purposes of Mr.Klitgaard's mission was to find out towhat extent African countries couldprint their own school textbooks. Inthis connection, he gave courses inbasic typography and lay-out inGhana, Liberia, and Tanganyika, andvisited many other countries in West,Central and East Africa, assessing pos-sibiliths and advising on the produc-tion of school textbooks. His verdict:"African countries, on the whole,have printing houses well enoughequipped to produce textbooks forpresent needs."Richard Greenough

The preceding article appeared inthe July 15, 1964, issue (4 TeachingAids News, and is reprinted with thepermission of the editor. Additional

information on the publication, whichis published by Educational NewsService, may be obtained by writingto Lawrence Lipsitz, editor, TeachingAids News, P.O. Box 508, SaddleBrook, New Jersey 07663.

Walter A. Anderson

The membership of DAVI has losta steadfast supporter of audiovisualactivities in the death of Walter A.Anderson, president of the AmericanAssociation of Colleges for TeacherEducation, last fall. Dr. Andersoncollapsed on the New York Univer-sity, University Heights campus in theBronx, New York City, while prepar-ing to participate in ceremonies at theGould Memorial Library for the in-stallation of Edward McDowell, thecomposer, into the Hall of Fame forGreat Americans. He was known tothe people in the AV field throughthe various cooperative activities whichDAVI and AACTE have conductedover the past years.

Dr. Anderson's death culminated adistinguished career which ranged fromclassroom teaching to administrativeposts in this country and abroad. Aconsultant to the New York StateBoard of Education at intervals be-tween 1952 and 1960, he was theauthor of "A Design for ElementaryEducation in New York State."

Science Teachers Make Illustrations

Available for Reproduction

The National Science Teachers As-sociation, a department of the Na-tional Education Association, plansto have color separation repros madeof all of their major journal illustra-tions and diagrams. These will beprinted on white stock and madeavailable to educators, who in turncan transfer them to a form suitablefor overhead projection.

According to Mary E. Hawkins,editor, The Science Teacher, colortransparencies of two rather elaboratediagrams from an article in theirDecember issue also are now beingoffered. She plans to continue makingsuch color transparencies available ifsufficient interest is shown by thereaders.

We have a catalog for youPlease write to:Avis FilmsP.O. lox 643

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English Publication To Deal

With educational Technology

New Education, an English publica-tion dealing with visual aids and tech-nological de vices, including closedcircuit television, computers, teachingmachines, and programed learning,appeared for the first time in Novem-ber 1964.

According to Willem van der Eyken,editor, New Education, the publicationwill present the newest theories andthe latest research concerned with edu-cation and training from all over theworld, with due prominence given todevelopments in the United States.

The monthly publication will beavailable to subscribers in the UnitedStates for $6 a year. Interested per-sons should write to New Education,Bracken House, Car non Street, Lon-don EC4, England, for further details.

ETV Standards Study

A call for higher and more appro-priate technical standards for televi-sion has been made in a report re-leased by the National Association ofEducational Broadcasters. The report,Standards of Television Transmission,was completed as part of a study con-ducted by the NAEB under a grantfrom the U.S. Office cf Education. Itsessential theme is that "the televisionsystem with which we are most fa-miliar uses but one cf =many possiblestandards, and for particular needs ap-propriate technical standards shouldbe identified and established."

The report summarizes the generalstate-of-the-art for television equip-ment, pointing ouL that educationshould demand higher than FCCbroadcast standards, when the situa-tion requires. Although equipmentwith such capabilities is not alwayseasily available, it does exist; it is tech-nically practical; and reasonable costwill result from increasing demands.

Of particular concern to the NAEBin conducting the study is the growingneed to provide television facilitiesthat are compatible with each other,and to provide interconnection systemsthat meet the maximum requiredstandards. FCC rules do not now per-mit adequate channel bandwidths forprivate interconnection systems of hightechnical quality over several micro-wave relays.

A full chapter of the study cate-gorizes the frequency bands availablefor microwave interconnection of edu-cational television systems. In this re-gard the report said "that FCC Rules


and Regulations follow a pattern thatwas established to handle problemsexisting long before educational tele-vision was a subject of concern." Con-sequently the FCC Rules are not wellsuited to handling educational televi-sion as a whole, because of the broad-cast and non-broadcast distinction nowmade for educational television. FCCengineers are aware of this difficultyand are working with the NAEB andother groups to reduce the technicaland administrative problems that havebeen encountered.

The NAEB study was supervisedby Vernon Bronson and was conductedby the Jansky & Bailey Systems Engi-neering Division of Atlantic ResearchCorporation. The 90-page report isavailable from the NAEB, 1346 Con-necticut Avenue, N.W., Washington,D.C. 20006.

Fall Meeting of DAVI

Executive Committee

Preceding the National Associationof Educational Broadcasters Conven-tion, the Executive Committee ofDAVI met in Austin, Texas, October24 and 25, 1964. A joint meeting ofthe Executive Committees of DAVIand NAEB was held in the eveningof October 26.

Of greatest concern to the jointcommittees was the inauguration for1964-65 of an experimental jointmembership plan. The purpose of thejoint DAVI-NAEB membership is toencourage the participation of educa-tional media specialists in both asso-ciations and thus establish closer pro-fessional ties between the two groups.A joint annual membership, worth$22, will be available during this ex-perimental period for $17.50. Infor-mation about the DAVI-NAEB mem-bership will be mailed to members ofboth associations when renewal noticesare sent.

Four appointments of importance tothe association were made by theExecutive Committee. Roy P. Wright,of the University of Washington,was appointed National MembershipChairman to fill the vacancy createdby the resignation of Walter S. Bell.James Brown, of San Jose State Col-lege, was appointed DAVI representa-tive to the Associated Organizationsfor Teacher Education. He takes officein 1965 at the expiration of the termof William Fulton. Robert Wagner, ofOhio State University, was namedU.S. reporter for the ICEF Review,a publication of the InternationalCouncil for Educational Films. Dr.Wagner succeeds J. J. McPherson,

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who resigned to accept a post inNigeria. Charles Schuller, of Michi-gan State University, will head a newcommission on school plant designnow being formed.

A major portion of the ExecutiveCommittee meeting was devoted to thestudy, discussion, and implementationof nine working papers on prioritieswhich had been prepared by the Presi-dent and the Executive Secretary forconsideration by the Executive Com-mittee. These working papers dealtwith the following topics: affiliate re-lations, international relations, man-power, professional education of teach-ers and AV specialists, legislation andfederal relations, and involvement innon-media association activities.

New AV Newsletter

Robert A. Weisgerber, director,Audiovisual Center, San FranciscoState College, 1600 Holloway Avenue,San Francisco 27, California has an-nounced the publication of a news-letter, AV Mediator. For further in-formation, write to Dr. Weisgerger.

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Have You Seen These?

Featured section in the November1964 issue of The National Elemen-tary Principal, a departmental organof the National Education Associa-tion, is "The Culturally Deprived,"pp. 8-31. It contains five ti:oely ar-ticles: "Achieving Adequacy ThroughEducation," by Jean D. Grambs;"Education for the Culturally De-prived," by William W. Wattenberg;"Leadership in Schools Serving theEducationally Disadvantaged," byMartin Haberman; "An Approach tothe Problems of a Downtown School,"by N. Neubert Jaffa and Richard M.Brandt; and "A Saturday School forMothers and Pre-Scholars," by Mar-garet Lipchik.

Music Curriculum Guides, by Har-old W. Arberg and Sarah P. Wood,is an annotated bibliography compiledfor the U.S. Office of Education withthe assistance of the state departmentsof education as well as of many coun-ties and cities. The list of guides iscurrent as of September 15, 1963.While there are undoubtedly manyguides in use which were not ob-tained by the Office of Education,such a comprehensive bibliography ofcurriculum guides for music hasnever before been published, accordingto the Foreword. Part I, Music Curric-ulum Guides, lists the materials bygrades, and items are presented al-phabetically by state and title respec-tively. Part II, in a similar manner,lists general curriculum guides. AnAppendix lists the previous items bysubject. Under Audiovisual Resourcesmay be found an extensive listinggrouped as general, film, filmstrips,and disc or tape recording items. Thebooklet is available from Superinten-dent of Documents, U.S. GovernmentPrinting Office, Washington, D.C.20402. (USOE Bulletin 1964, No.14. FS 5.233:3302. 25 cents.)

* *

Foreign Language Review, a quar-terly magazine to aid in the learningof French, Spanish, German, andLatin, is now entering its fourth yearof publication under new manage-ment and staff. The new staff be-gan publishing with the Fall 1964 is-sue. A typical issue features currentnews items presented in the student'snative language and in the languagebeing studied. Three levels of presen-tation are used, thus providing suit-able material for use by elementary,intermediate, and advanced students.In addition, other features are in-cluded in the target language only.

Correlated news records are pre-

pared for each issue of the magazine.A separate record for each languagecontains a spoken version of the newsitems from the magazine. Magazineor records may be subscribed to sepa-rately. For further information writeto Foreign Language Review, Inc.,200 Park Avenue South, New York,N.Y. 10003.

* * *

NBC Teacher's Guide. For thethird season the NBC network offersfree study guides to be used withtheir educational broadcasts. Pro-grams covered in the 1964-65 seasonare "Exploring," for the 5-11 yeargroups, and "Profiles in Courage,"based on the book by President JohnF. Kennedy which was premiered lastNovember. The study guide for"Profiles" has been sent to every highschool in the nation. Teachers andadministrators who wish to receivethe NBC Teacher's Guide should ad-dress their requests, with grade leveland number of guides specified, toNBC Teacher's Guide, Room 788 J,NBC, 30 Rockefeller Plaza, NewYork, N.Y. 10020.

* * *

WAVY Handbook, for Audio-Visual Operators, is an unusual guidepublished by Wisconsin Audio-VisualYouth, 1964. Organized for assis-tance to student AV operators andtheir advisors, the 71-page mimeo-graphed handbook contains personalstandards for AV operators, tips onthe operation of AV clubs, and chap-ters on the operation of various typesof equipment. The major portion ofthe book is devoted to the setting upand operation of commonly usedcommercial machines. It is illus-trated with line drawings of the ma-chines and contains a list of partsfor each piece of equipment. In-cluded are 16mm projectors, film-strip projectors, and opaque andoverhead projectors. Other chapterscover transparency making, how touse screens, tape recorders, miscell-aneous AV materials, and a basicglossary of AV terms. Available fromWAVY (Wisconsin Audio - VisualYouth), 5225 West Vliet Street, Mil-waukee, Wisconsin 53208.

* * *

Listening, by Stanford E. Taylor,(What Research Says to the Teacher,Pamphlet No. 29). Material for this33-page pamphlet by the presidentof the Educational Developmental Lab-oratories, Inc., Huntington, New York,was drawn from educational researchmaterials that offer possibilities of be-ing helpful to classroom teachers.The pamphlet is not a complete sum-


mail. of research on the subject. Insome instances, expert opinion andsystematic observations are givenwhere technical research does notexist. The interpretations and rec-ommendations are those of the au-thor. Among the topics discussed are:The Important Role of Listening:Factors Which Influence Hearing,Listening, and Auding; ('an ListeningBe Taught; and The Need for FlexibleListeners. A Program To ImproveListening is presented and two tablesof selected references are included.Order from the National EducationAssociation, 1201 Sixteenth Street,N.W., Washington, D C. 20036.Single copy, 25 cents: quantity dis-counts.

National Aeronautics and SpaceAdministration provides films andaudio tapes for school use on a freeloan basis. A desk copy of any oftheir publications will he furnishedfor individual educational personnel,teachers, or school libraries. Addi-tional AV production aids are loanedon a limited basis for educationaltelevision stations or closed-circuitfacilities. Following are three listingsby title: 16mm Film List, includingmotion picture film library locationmap and service areas, November1964; NASA Educational Publications,September 1964; and Radio-TelevisionProduction Aids. If you would liketo receive any of these materials, orto inquire about other NASA audio-visual services, write National Aero-nautics and Space Administration,Code AFEE-4, Washington, D.C.20546.

* * *

So You Want To Start a PictureFile. An Aid to Better Teaching, byBruce Miller & Merton B. Osborn,illustrated by H. Ray Miller. This24-page booklet is a completely re-vised edition (1964) of a Bruce Millerpublication. Included are chapters onWhy have a picture file; The picturefile in the home; Sources of picturefile material; Processing pictures forthe file; and Displaying pictures. Listsof firms which distribute free or inex-pensive catalogs are given along withsources of study prints and ready-made letters. Two other booklets inthe Bruce Miller seriesSources ofFree Pictures and S'ources of Free andInexpensive Materials for TeGchingScience also have been revised (1964)and are now available. Order fromBruce Miller Publications, P.O. Box369, Riverside, California. 50 centseach.

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FEEDBACK

Convention Coverage

Dear Editor:Aside from the fact that the 1964

DAVI Convention was held in Roch-ester ( which certainly prejudices meslightly ), I think that the Septemberissue Of AUDIOVISUAL INSTRUCTIONis one of the finest summaries of amajor convention which I have everseen. Please extend to all who helpedput it together the thanks o;* us atKodak.

Incidentally, one note of discordwas a reference on page 458 in regardto the international luncheon. On thepicture caption for the head tablephoto, it lists "an unidentified repre-sentative of Eastman Kodak." It hap-pens that the individual who was notidentified is Dr. Louis K. Eilers, exec-utive vice president of Kodak!Thomas W. Hope, assistant advisoron nontheatrical films, Eastman KodakCompany, Rochester, New York.

Dear Editor:In general I must say that I en-

joyed the September 1964 issue ofAV I. However, in the coverage of theclosed-circuit television operation inwhich I work, there were two errorswhich misrepresent the operation.

"oth statements which I feel are inei.or are on page 394. The first is,"He said that TV teachers received nomica, ,1 time. . . ." I did not say this.Whlt, I did say, which I am sure wasmisconstrued, was that the teacherswho regularly teach on television dohave a period a day (five periods aweek) to prepare two programs perweek. The misunderstanding probablyoccurred when I stated that the teach-ers doing "specials" did so on theirown time.

The other statement which is defi-nitely in error is in the conclusion.It reads, "There was, however, amarked absence on the program ofthose who utilize the system. Manyof the seminar participants would haveliked to know, for instance, how thestudents feel about this innovation,how the classroom teachers utilize it,and what their problems are." Threeteachers, namely Nancy Pline, WalterBeecher, and Burt Towne (the "artteacher" in the article), all took partin the presentation as participatingteachers discussing the very pointswhich the article claims were omitted.As a matter of fact, in planning theprogram, we intended that a majorportion of it be devoted to the areawe are accused of omitting.

Please do not take these remarks

to imp!), that I am dissatisfied withthe coverage in general. The purposeof this letter is to clarify any miscon-ception which may reflect on oursystem.Thomas L. Russell, producer

director, EHTV, East High School,Rochester, New York.

DAVI Joins All-NEA Project

With District of Columbia Schools

The Department of Audiovisual In-struction has made a contribution toan All-NEA Project to develop educa-tional programs in a culturally deprived"inner city" area of the District ofColumbia.

The Project, which is still in theplanning stage, will call on the skills,interests, and resources of as many aspossible of the agencies and associa-tions within the NEA family. Allmonies contributed by any associationwithin the family will be matched bythe NEA for the project.

Contact has been made with thesuperintendent of schools and his staffand with the D.C. Education Associa-tion regarding the Project. The possi-bility of help has been welcomed. TheProject would tie in with other effortsbeing made to improve school condi-tions in the nation's capital.

Preliminary proposals have beensubmitted by DAVI to the Projectspokesmen concerning the role audio-visual instruction can play in the totalprogram. These proposals include tele-vised learning opportunities for pre-school children; the use of televisionfor in-service teacher education; theuse of programed instruction in theteaching of the adult illiterate; andremedial and enrichment opportunitiesin the schools within the target area,i.e., adequate library facilities, audioand visual work centers, and appro-priate audiovisual materials and equip-ment.

As the Project develops further, de-tails will be carried in AUDIOVISUALINSTRUCTION.

MATHEMATICS FILMSAvailable Under Title III

PARALLEL LINES11 minutes color or b & w

A motivational film forGeometry or General Mathematics

Preview Prints Available

!Amon Jiunt Production3FILM CENTER

LA CANADA CALIFORNIA


IdlHoward WilsonH. Wilson Corporation

"Are you using WILSON

Movie-Mover RP unitsfor these two purposes?"

"If your curriculum program requiresstudents to spend an increasingamount of time in individual study,you may be running into 'space prob-lems' trying to obtain darkened roomswhere they can utilize films."

"One solution that is working out verywell is to connect a jack box to theprojector on the Movie-Mover RP unitso students can plug in earphones.This way they can see and hear filmsin a fully lighted room without dis-turbing others."

"No special room need be set aside.The RP can be rolled into a cornerof a classroom, library, A-V center,office, etc., lights are left on, the en-vironment is not altered."

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For individuals and small groups

"This is an economical, practicalmethod of providing immediate A-Vservices to students and teachers forself-instruction and individual andsmall group film viewing."

"A-V directors have made it possiblefor instructors to show films in schoolshops through the use of the Movie-Mover RP. Even though some of thesesc80hools have all their regular class-

rooms darkened, they assign an RPunit exclusively to the shops so thatfilms can be shown daily in theseoversized, almost impossible to darkenrooms."

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"The size and function of the shopactually simplifies viewing. Generallystudents pick up their stools, carrythem up to the RP unit and sit in con-venient semi-circles intently observingthe film. Shop instructors have re-peatedly said that the full impact oftheir films come across best when theyare shown in the shop itselfthemechanical/technical learning envi-ronment of the industrial arts student."

"If you would like to test-use the RPfor shops or for small group instruc-tion, please drop me a line and I'llforward you complete information on

our free 30 day evaluation. I'll alsosend literature on the RP I for $149.50and the RP II for $189.50. (Both re-

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H. WILSON CORPORATION546 W. 119th Street

About the Authors

David P. Ausubel is professor of edu-cation, College of Education, Univer-sity of Illinois at Urbana.

Lester F. Beck is professor of psy-chology, Oregon State System of HigherEducation.

Daniel W. Behnke is assistant direc-tor, Research and Statistics, CookCounty Department of Public Aid,Illinois.

Robert A. Bennett is specialist in lan-guage arts, San Diego City Schools,California.

Edward G. Bernard is director, Bu-reau of Audio-Visual Instruction, Boardof Education of the City of New York.

Helen P. Bradley is principal, D. R.Cameron Elementary School, Chicago,and director of special summer schools.

Ward Brunson is social studies teacher,South High School, Omaha, Nebraska.

Samuel Cohen is assistant superin-tendent of instruction, Union Free SchoolDistrict No. 14, Hewlett, New York.

Wilbert D. Edgerton is instructor inaudiovisual education, Virginia StateCollege, Petersburg, Virginia.

Gerard P. Farley is coordinator ofstate and federal programs, MilwaukeePublic Schools, Wisconsin.

Peter Golej is supervisor, Departmentof Audio-Visual Education, DetroitPublic Schools Center, Michigan.

Lassar G. Gotkin and Fay Fondillerare with the Institute for DevelopmentalStudies, Department of Psychiatry, NewYork Medical College, New York, NewYork.

Kenneth B. Hoyt is professor of edu-cation and Lee Cnchran is director ofthe Bureau of Audiovisual Instructionat the State University of Iowa, IowaCity.

Tom McLernon is director, East CoastRegional Office, National Education As-sociation.

James E. Moore is principal, KeavyElementary School, Keavy, Kentucky,and Estill Davidson is supervisor, LaurelCounty Schools, Laurel County Depart-ment of Education, Kentucky.

Iris Mulvaney is coordinator of lan-guage arts, Tucson Public Schools, Ari-zona.

Mildred H. Nixon is audiovisual cata-loger in the San Diego City Schools,California, and Raymond J. Blake isassistant director of audiovisual instruc-tion in the same district.

Alfred M. Potts, H, is professor ofeducation and chairman, The Center forCultural Studies, Adams State Collegeof Colorado, Alamosa.

Henry Ray is director, learning andTeaching Resources, Centennial JointSchools, Johnsville, Bucks County,Pennsylvania.

Chicago, III. 60628AUDIOVISUAL INSTRUCTIONJanuary 1965

Richard W. Smith is editor, McGraw-Hill. Text-Film Division, New York,and A. W. Vander Meer is dean, Col-lege of Education, Pennsylvania StateUniversity, University Park.

Robert D. Smith is director, Pro-gram Development, WETA/Channel 26,Washington, D. C.

Cassandra Stockburger is director, Na-tional Committee on the Education ofMigrant Children, New York, NewYork.

hildegard Thompson is chief, Branchof Education. Bureau of Indian Af-fairs, United States Department of theInterior, Washington, D.C.

John R. Winnie, who served as proj-ect director ETV, Peace Corps, Bogota,Columbia, is now back with the Divi-sion of Television, Radio, Film, StateUniversity of Iowa, Iowa City.

Advertisers IndexAdler Electronics, Inc., p. 77American Oil Co., p. 2

American Optical Co., p. 73

Ampex, p. 65Audiotronics Corp., p. 81Avis Films, p. 74

Bell & Howell Co., p. 4

Brigham Young University, p. 77

Churchill Films, p. 71

Coronet Films, p. 68

Cousino Electronics Corp., p. 69

Dept. of Audiovisual Instruction,NEA, p. 67

Eastman Kodak Co., p. 61

Encyclopaedia Britannica Films, Inc.,p. 58-59

Film Associates of California, p. 70

General Ana line & Film Corp., p. 6-7

General Electric Co., p. 74

Ginn & Co., p. 48

Hudson Photographic Industries, Inc.,p. 75

Jack C. Coffey Co., Inc., p. 76Johnson Hunt Productions, p. 78

Kalart/Victor, p. 62Memorex Corp., inside front cover

Newcomb Audio Products Co., insideback cover

Photographic Specialties, p. 72

Polacoat, Inc., p. 78Polaroid Corp., p. 63Radio Corporation of America,

back cover

Rand-McNally, p. 54-55

Tecnifax Corp., p. 79

H. Wilson Corp., p. 80


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81

oppgravr-,

1.Stephen Corey

Stephen Corey to Deliver Keynote Address

Stephen M. Corey, noted psychologist, former DAVIpresident, and professor of education and associate inthe Institute of Educational Technology, Teachers Col-lege, Columbia University, will head the list of Conven-tion speakers for Milwaukee. The keynote, scheduledfor 7 P.M., April 26, will be held in Bruce Hall of theMilwaukee Auditorium.

Dr. Corey's rich and varied professional experiencemakes him an ideal choice for keynote speaker. As aneducational psychologist he has served on the facultiesof the University of Illinois, DePauw University, Uni-versity of Nebraska, and as assistant dean of the Grad-uate School of Education, University of Wisconsin.

From 1940 to 1948 he was on the faculty of theUniversity of Chicago as superintendent of the labora-tory schools, dean of the Social Science Division, anddirector of the Center for the Study of AudiovisualInstructional Materials.

A three-year A.I.D. contract through Columbia Uni-versity took Dr. Corey to New Delhi, India, as a tech-nical consultant to the Ministry of Education. He haswritten several textbooks for use in that country.

His experience in the field of audiovisual educationincludes four years as an educational advisor to Ency-clopaedia Britannica Films, Inc., 14 years as a memberof the board of Teaching Film Custodians, and onememorable year as president of DAVI/ NEA. Dr. Coreyalso has been a summer staff member with the NationalTraining Laboratory.

Of the many articles and books that Dr. Corey haswritten for educators, his most recent contribution isboth appropriate and timely in view of his Conventionrole. The preparation of Helping Other People Change,1963, is precisely the kind of research needed for theMilwaukee Convention keynote, "The Media Specialistand Educational Change."

82

DAVI Features Its Own

Carlton Erickson

Erickson and Ely Team u

Joining forces to make a presentation on "The MediaSpecialistObject of Change" at the second generalsession will be Carlton W. H. Erickson and Donald P.Ely. It was noted in the program committee report(AVI, November 1964, p. 654) that the media special-ist may fall into two categories when faced with educa-tional change. This duality has prompted the teampresentation.

Carlton W. H. Erickson, who received his doctoratefrom Boston University, has been professor of educa-tion and director of the Audiovisual Center of theUniversity of Connecticut since 1947. His teachingbackground includes experience in several Eastern Col-leges and eleven years in high school classrooms.

An active DAVI member since 1935, Dr. Ericksonhas served the Department as a member of the planningcommittee that inaugurated the national DAVI journal,as a board member, and on many working committees.As a member of the Board of Directors of the Connecti-cut Audiovisual Education Association since 1947, hehas planned and conducted numerous state-wide audio-visual conferences which have contributed to theassociation's record as one of the most active DAVIaffiliates in the country.

Dr. Erickson is well known to all DAVI members asthe author of the first comprehensive textbook in thefield of AV administration, Administering Audio-VisualServices (Macmillan Co., 1959). A second book, Fun-damentals of Teaching with Audiovisual Technology,


at Milwaukee Convention

Donald P. Ely

for Second General Session

is now available.Teamed with Dr. Erickson is DAVI President-Elect

Donald P. Ely, who will become president of the De-partment at the close of the Convention. A short historyof outstanding service to the audiovisual field has ledto Dr. Ely's present position as director of the Centerfor Instructional Communications, Syracuse University.

Top leadership activity in the audiovisual field dur-ing the past ten years has marked Dr. Ely's career. Asa participant in the first Lake Okoboji Leadership Con-ference, he was recognized for potentialities which havenow been fulfilled. Dr. Ely has served as chairman anda member of numerous DAVI committees and has beenactive in the NEA Association for Higher Education.He is a member of the Committee on Audiovisual andBroadcast Education of the Division of Christian Edu-cation, National Council of Churches. In addition tothese committee activities, Dr. Ely, in 1963, served asa Fulbright lecturer in audiovisual communications,University of Chile.

Outstanding among Dr. Ely's contributions to litera-ture in the audiovisual field is his work as editor ofThe Changing Role of the Audiovisual Process in Edu-cation: A Definition and Glossary of Related Terms.

Dr. Ely has asked the Planning Committee if Conven-tion speakers have immunity from carry-over to poststhey may later hold. It sounds as if he is planning ondelving into controversial issues during the second gen-eral session, which should prove to be very interesting.


John P. Vergis

Vergis to Address the Third General Session

An Easterner who went West, John P. Vergis willspeak on "The Media SpecialistAgent of Change" aithe third general session. Dr. Vergis' undergraduatedegree was earned at New York University and hisdoctorate at the University of Southern California, LosAngeles.

For the past ten years, Dr. Vergis has been on thestaff of Arizona State University, where he presentlyserves as professor of education and coordinator ofaudiovisual education.

His teaching career has included positions at theUniversity of Southern California, Whittier College, andMichigan State University. Dr. Vergis worked for 14years in public elementary and secondary schools inNew York State. He states that he has taught every-thing from kindergarten to driving classesincludingsix years of service in an all-grade country school.

Dr. Vergis is currently a member of the DAVI Boardof Directors. He also has served on the DAVI execu-tive committee, on the nonperiodical advisory commit-tee, and has participated in the work of the graphicsinterest group. He is an active participant in the Ari-zona Association of Audiovisual Education and theArizona PTA.

Evidently Dr. Vergis' audiovisual interests werefounded in his photography background that includedthe Army Pictorial Service ("in North Africa andFrance during the argument in the '40's"), WarnerBrothers Studios, and even in nightclubs. He has hadmany photographs, cartoons, and articles printed inboth educational and popular magazines and holdsseveral photography awards.

The qualities that make John Vergis a noted educa-tor, skilled cartoonist, and masterful humorist indicatethat he will be both an informative and entertainingspeaker at the third general session.

83

LABELSPEOPLE

THINGSeditorial Anna L. Hyer

Labels, or the names we give to people and things,have raised questions throughout history. The questionof labels led Shakespeare to write, "What's in a name?A rose by any other name would sm.:II as sweet."Three hundred years later Gertrude Stein was similarlyprompted to write to the same question, and expressedherself in the often quoted line, "A rose is a rose is arose."

In the year 1965 we are still concerned with labels---contrasting labels: conservatives and radicals; the innercity and the suburbs; the college bound and the drop-out; the culturally disadvantaged and the culturally priv-ileged; the affluent society and the pockets of poverty.

In our affluent society we can produce more food,clothing, and luxuries than we can consume. We havemore high school and college graduates than the worldhas ever known. Yet we are plagued with hunger, dis-ease, ignorance, war, and poverty. In the United States,it is said, one fifth of the population lives in poverty.It is most fitting that we should begin a war on povertyand that schools and communities should awaken tothe plight of the culturally disadvantaged.

There is one thing about this concentrated attackwhich worries me, however; the possible effect it mighthave on that segment of the population being labeled"poverty stricken" or "culturally deprived"particu-larly on the young children.

It has been reported that some families, classified aspoverty stricken, have resented the classification, proudlyfeeling that they are "the best off" they have ever beenand much better off than their neighbors. I have beentold of a conversation of a group of girls from impov-erished homes. One girl said to the consternation of theothers, "We have a gas stove in our house." What willhappen to this girl and to her friends if they shouldread that "most of the families in this area are heatingand cooking with pot-bellied coal stoves and a few withold second-hand gas ranges" and sense they should

84

have registered shame rather than pride.As a child, I can remember being perfectly satisfied

with my cotton stockings and my homemade ginghamdress until I went to high school and heard that onlythe poor dressed that way. I was in college (scholarshipand self-support) before I realized how desperatelypoor my family was and that the reason I couldn'tspell was because I mispronounced so many words, acarry-over from my cultural environment. If I had beenlabeled "culturally deprived" and had been consciousof this label, would I have had the initiative and perse-verance necessary to move forward, or would I havebeen humiliated and defeated?

Don't get me wrong. I am very much concernedabout the poor and the culturally deprived. I think weshould, through government, the schools, the churches,and all the other social agencies, do all we are doingand more. I know, too, that the hungry know they arehungry whether you tell them or not, and that I ambiased by past personal experience.

I suppose we must have slogans and battle cries tofocus public attention on the poverty, lack of oppor-tunity, and deprivation that exists in our affluent societyand to gain support for action programs. But I thinkwe should consider the manner in which we treat theproblem, for the words we use not only focus ourattention but also affect our actions and reactions. Ithink it would make a difference if the Biblical parablewere called "The Deptived Merchant" rather than "TheGood Samaritan." Would you rather attend a schoolfor the culturally disadvantaged or one to equalize edu-cational opportunities?

I walked behind a little Negro boy and overheardhim singing cheerfully to himself, "l'm dreaming of ablack Christmas." I wouldn't want to do anything tocrush his spirit. Lct him believe a little longer that hecan remake his world. Perhaps he can, given a littleeducational opportunity.
