xt7vx05x9r7j https://exploreuk.uky.edu/dips/xt7vx05x9r7j/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1946-08 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Handbook of Audio-visual Materials for Kentucky Schools", vol. XIV, no. 6, August 1946 text
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Brut! 7

F ‘EDUCATIONAL BULLETIN

HANDBOOK
. 0f
I A AUDIO-VISUAL MATERIALS

For

KENTUCKY SCHOOLS

Ition.

Iniver- vI‘l‘ .

“~15: published by
DEPARTMENT OF EDUCATION

JOHN FRED WILLIAMS

f: u;

’1 Superintendent of Public Instruction

‘l W
I w
l‘ ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. XIV August, 1946 No. 6

FOREWORD

This bulletin is to serve as a Handbook of Audio-Visual Materials
for the Kentucky schools. It was prepared by a committee appointed by
the Superintendent of Public Instruction.

Teachers will find much valuable information in this Handbook of
Audio-Visual Materials. Considerable space has been given to the use
of the common, simple, and inexpensive materials which are available
to any teacher. The bulletin also contains desirable information on the
use of the more expensive type of audio-visual aids. Among these are
phonograph, radio, ﬁlm slide, silent picture and the sound picture.

Methods for the most effective use of the materials have been sug—
gested. The fact has been emphasized that the audio-visual materials

are only teaching aids which can be used very profitably in the improve-
ment of instruction.

JOHN FRED WILLIAMS,

Superintendent of Public Instruction

. 3,133.”..3- v4,

INTRODUCTION

This handbook has been written to meet the need of educators for
audio-visual aids as practical helps to more functional teaching. It is
intended that this material shall serve teachers of all grades and all type
schools. It is felt that any teaching situation may be vitalized through
proper use of audio-visual aids and that some aid may be found for
every situation.

It was the desire of the committee to simplify the presentation of
the material so that interest could be created with those teachers who
did not already use audio-visual aids in teaching and supplemental with
those who were interested and wanted additional aid in material,
method, or source of material. Only a limited number of publications
and sources of materials have been listed, but from these additional in-
formation may be secured.

The committee has presented the material with the broad concept
of audio—visual aids in mind. In no way should their use be limited
in function, method of use, or objective. A picture show does not con-
stitute an aid in its fullest sense when shown without proper introduc-
tion, explanation, and follow—up.

The aids suggested are simply “aids” to teaching. They are not suffi-
cient within themselves.

LYMAN V. GINGER. Director
University School, University of Kentucky
Chairman, Kentucky Committee on Audio-Visual AJdS

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entuckY
lal Aids

COMMITTEE ON AUDIO-VISUAL AIDS

MR. LYMAN V. GINGER, University Training School, University of
Kentucky, Chairman

MR. ISHMAEL TRIPLETT, State Department of Education, Frankfort

MR. G. M. GU‘MBERT, Eastern Kentucky State Teachers College,
Richmond

MR. CHILES VAN ANTWERP, Morehead State Teachers College,
Morehead

DR. C. H. JAGGERS, Western Kentucky State Teachers College,
Bowling Green

MR. C. M. GRAHAM, Murray State Teachers College, Murray

MISS LILLIAN McNULTY, Division of Curriculum and Research,
Louisville Public Schools

MR. AUSTIN S. DURHAM, Director of Audio-Visual Aids, Ft. Thomas
Schools, Ft. Thomas

MR. RUSSELL S. CLARK, Covington Public Schools, Covington

MISS MARY REES LAND, Department of University Extension,
University of Kentucky, Lexington

MISS CAROLYN L. SCHOEFFLER, N0. 13 Preston Arms Apartments,
Lexington

MR. WALTER P. WEST, 1717 Walnut Street, Hopkinsville

MR. SILLOUS G. HEMBREE, 112 1./2 Poplar Street, Corbin, Kentucky

The following people gave invaluable assistance:

Mr. W. H. McCord, Central School Supply Company, Louisville

Mr. T. C. Morehouse, Editor, Young American Films Inc., New York
Mr. Dennis Williams, Encyclopaedia Britannica Films Inc., Chicago
Mr. D. T. Davis, D. T. Davis Company, Lexington

Miss Margaret Bell Humphreys, University School, Lexington

Miss Anna B. Peck, University School, Lexington

Miss Louise Willson, University School, Lexington

Miss Betsy Roach, University School, Lexington, Kentucky

.4.»

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CONTENTS

Foreword
Introduction

I. WHAT ARE AUDIO-VISUAL AIDS? .............................
II. OF WHAT VALUE ARE AUDIO-VISUAL AIDS?

III. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?

Graphic Materials

A. Blackboards, Bulletin Boards ..............................................

B. Maps, Globes, Charts ......................................

C. Posters, Pictures, Paintings, Photographs ..........................

Community Materials

A. Objects, Specimens, Models ....................................................
B. Field Trips, Excursions ............................................................
C. Libraries, Laboratories, Museums ........................................

D. Demonstrations, Experiments ........
E. Dramatizations

Projected Materials

A. Preparation for Any Projected Picture ______________________________ 494
Selection _________________________ 494
Preview 494
Preparation of class, room, and equipment ______________________ 495

B. Opaque Projector .496

C. Stereoscope, Stereographs ______________________________________________________ 497

D. Filmstrips _________________ 497 ‘

E. Slides 499 '

F. Motion Pictures 509

Audio-Aids

A. Radio ...... 501

B. Recordings _____ 502

C. Recorder _. 502

D. Transcriptions . 503

IV. WHAT ARE THE BASIC ADMINISTRATIVE PRINCIPLESL. 502

A. Appointment of a Director or Coordinator ........................ 502

B. In-Service Training ...... 593

C. Selection, Evaluation, and Integration of
Materials into the Curriculum ____________________________________________ 503

D. Provision of Suitable Space for Equipment .................... 504

E. Adequate Administrative, Clerical, and .
Mechanical Services ...... 504

F. Adequate Budgetary Planning for

Financing the Audio-Visual Program .................................. 505

493
494

439

489

499

499
499
491

492
493
493
493
494

CONTENTS—Continued

V. WHAT ARE THE SOURCES OF INFORMATION? ........................
A. Kentucky Sources of Educational Films,
Filmstrips, Slides, and Other Audio-Visual Aids ..............
. General Information
. Recommended List of Books ..................................................
. Suggested List of Books
. Information on National Film Sources ..............................
. Magazines
. Care of Films and Equipment ...............................................
. Radio

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1. WHAT ARE AUDIO-
VISUAL AIDS?

[1. OF WHAT VALUE ARE
AUDIO-VISUAL AIDS?

AUDIO-VISUAL AIDS

Audio-visual aids are tools for
teaching which supplement the writ-
ten and spoken word and which
facilitate instruction through the
senses of sight and hearing.

The term “Visual aids” refers to
those devices which help the teacher
through the sight of the learner. The
term “audio-visual” places emphasis
upon simultaneous seeing and hear—
ing. Sensory aids involve the use
of the various senses: seeing, hear-
ing, feeling, tasting, and smelling.

Audio—visual aids give reality to
words and ideas. They:

A. Reduce “verbalism”~the use of
words Without understanding
the meaning.

B. Develop, enrich, and clarify in
gradual stages from the concrete
to the abstract.

C. Build desirable attitudes, create
moods, form an outlook.

D. Depict the now non-existent:

1. by re-creation of the past,
2. by animation of the inani-

mate.

E. Bring variety into classroom in-
struction.

F. Save time for both teacher and
learner.

G. Supplement and clarify discus-
sion.

H. Bring activities outside learn-
ers’ experience to the classroom.

I. Increase accuracy of knowledge.

J. Increase and motivate wider

reading.
K. Stimulate further activity on
the part of the learner.

L. Help teach skills at all levels.

M. Stimulate mutual understand—
ing through group experiences.

N. Provide a variety of materials

adaptable to classroom situa-
tions.
0. Enable the learner to have vivid
ﬁrst—hand and vicarious expe-
riences.

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0F AUDIO-VISUAL

AIDS AND HOW ARE

THEY USED?

Blackboards
Bulletin Boards

Maps
Globes
Charts

III. WHAT ARE THE TYPES

GRAPHIC MATERIALS

Blackboards and bulletin boards
are found in most classrooms.
These are basic to all visual in-
struction, but frequently are
used ineffectively. Blackboards
and bulletin boards should be lo-
cated in relation to lighting and
seating arrangement, with at-
tention where possible to height
and width of these boards. The
bulletin boards should reflect
the constantly varying learning
situations which would necessi-
tate frequent changing of the
materials displayed and exhibi-
ted. A desirable classroom situ-
ation is one in which the bulle-
tin boards so clearly reﬂect
What is going on in the room
that no doubt could exist in the
mind of an observer. Special
attention should be given to
color, proportion, and balance

in arrangement of materials,

and adequate space should be

provided for the display of the
creative work of the pupils.
Blackboards and bulletin boards
are visual aids which should be
in constant use by both teachers
and pupils.

Maps, globes, and charts are

another group of visual aids

valuable in the effective teach-
ing of many subjects. Great

care should be exercised in the

selection of these aids. In ad-
dition to the maps and charts
which may be bought, many Val‘
uable maps and charts can. be
obtained free or at a nomlmll
cost. Maps and globes should
be chosen on a sound educa-
tional basis, consideration bemlg
given to distinctness of phi’st'
cal features and political dJVI'

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;S
1 boards
ssrooms.
isual in-
tly are
:kboards
ld be 10-
ting and
vith at-
0 height
ds. The
reflect
learning
necessi-
of the
exhibi-
om situ-
,e bulle-
reﬂect
1e room
;t in the
Special
iven to
balance
aterials,
Juld be
r of the
pupils.
1 boards
ould be
teachers

rts are
al aids
: teach-
Great
1 in the
In ad-
‘_ charts
my val-
can be
nominall
should
educa-
n being
physi-
31 lel'

WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?——(Continued).

Posters

Pictures

sions, coloring, and a uniform
scale of mileage. Historical maps
should be accurate as to time,
place, and detail. The use of
these materials should add to
the clarification rather than to
the confusion of the learner, and
all such materials should be
readily available to the pupils
for individual as well as class
use. Maps should be properly
mounted so that convenient use
in the classroom is possible.
Desk outline maps have value
for the individual pupil and can
be bought or duplicated at low
cost. Charts to illustrate in-
dustrial processes, mechanical
devices, body structures and
functions, growth of political
and social institutions, and to
serve other learning situations
are available free, at low cost,
or may be made.

Posters, pictures, paintings,
photographs, and cartoons are
worthwhile visual aids, in which
in addition to providing instruc-
tion, serve also in making the
classroom more attractive.

1.Posters are obtainable from
many commercial sources.
They are usually more valu-
able when constructed by the
pupils under the supervision
of the teacher.

2. Teachers will find it helpful
to make collections of pictures
suitable to their subject mat-
ter and grade level. These
should be properly mounted
and filed. These pictures may
come from magazines, com-
mercial advertising, travel
folders, post cards and other

sources.

III. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?—(Continued).

Paintings

Photographs

Objects
Specimens
Models

3. Paintings are of various types:
a.Pupil’s creative paintings—
paintings expressing emo-
tions and ideas of the pupil,

b. Friezes—a frieze is a strip
of pictures, individually
mounted on a roll, depicting
a series of events or ideas
developed from the learning
activities of the pupils.
Wrapping paper, wallpaper,
or newspapers may be used.

c. Murals—a mural is a large
wall picture showing a cen-
tral idea. The background
may be feed sacks, burlap
bags, old window shades,
several thicknesses of news-
paper or the wall itself.
Various coloring materials
may be used to suit the
backing on which it is made.

(1. Prints —— reproductions of
paintings.

4. Photographs may be taken by
the pupil, the teacher, or may
be purchased.

COMMUNITY MATERIALS

Objects, specimens, and models
may be made, collected, or pur—
chased.

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tings—

emo-
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a strip
idually
picting
' ideas
arning
pupils.
lpaper,
a used.

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terials
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r may

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Field Trips
Excursions

Libraries
Laboratories
Museums

Demonstrations
Experiments

III. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?—(Continued).

Well-planned field trips or ex-
cursions, either in the imme—
diate neighborhood of the school
or at greater distances, provide
excellent learning experiences.
These trips should be related to
the immediate learning situa—
tion. Such trips will provide in-
formation on various subjects;
for example, erosion. The rural
teacher is especially fortunate in
having a wealth of possible
trips. Appraisal of the trip is
as essential as planning.

School and community libraries
and museums provide reading
and display materials for indi-
vidual and group activity. In
either case, planning and a fol-
low—up appraisal are essential.

Demonstrations and experi-
ments are used in audio-visual
teaching, and afford the teacher
and pupil the opportunity of com
operative work. Demonstraa
tions should be performed above
the eye-level of the class and
should provide for adequate
class discussion.

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III. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?—-(Continued).

Dramatizations

Preparation for any
projected picture

Selection

Preview

Dramatizations motivate the
learning process by introducing
the more colorful and emotional
elements, and the opportunity
for actual “doing” which is
necessary to pupil growth.
Dramatization may deal with
any situation, and may illus-
trate ideas or stories. The
characters in plays, pageants,
operettas, and shadow plays
may be enacted by pupils or by
objects, such as hand puppets
and marionettes, which may be
constructed and manipulated by
pupils or teachers. Sets and
stage construction contribute to
the understanding of color
harmony and constructive man-
ual skills. The cooperation of
the students in achieving suc-
cess in a joint project is also im-
portant.

PROJECTED MATERIALS

It is well to remember that pic-
tures do not teach by them-
selves. To gain the maximum
benefit from what they have to
give, a definite procedure
should be followed. Pictures,
regardless of type (those with
motion, filmstrips, or slides)
should be correlated with the
topic being studied. They
should be chosen for a specific
purpose and to meet a definite
class need. In previewing the
pictures, the teacher can:

1. Become familiar with the sub-
ject matter of the aid and _Se'
lect the special pictures whlch
are to be emphasized.

2. Check the vocabulary.

3. List the places, people: _°r
special features with “(limb
the class should be famihar-
ized before hand.

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otional
rtunity
ich is
'owth.
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illus-
The
geants,
plays

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ximum
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They
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which

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which
niliar-

III.

WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?—(Continued).

Preparation of
class, room, and

equipment

495

4. Determine when it will be
best to use the information
contained in the aid.

a. to introduce the topic,
b. to stimulate interest while

the topic isbeing developed,
c. to summarize or review the

topic.
5. Plan how this information

will serve best:

a. to develop attitudes toward
a problem,

b. to give a common back-
ground for discussion,

c. to introduce other class ac-
tivities,

d. to illustrate the information
in the textbook or from
other sources.

The pupils should be properly
prepared if they are to obtain the
maximum benefit from this visual
experience. They should know the
purpose for seeing the aid and know
exactly for what to look.

Arrangements should be made to
darken the room. If possible, the
regular classroom should be used as
there is less loss of time and pupil
interest if the children are not
moved from their regular classroom.
However, if this is not possible,
plans should be made to make one
or more rooms in the building suf-
ficiently dark for use in cases where
projection materials are desired. As—
semble all the needed materials and
equipment in advance. Set up the
projector and screen. The lower edge
of the screen should be at the eye
level of the children. Be sure that
the machine is properly located and
seats for the class arranged so that
vision will not be hampered. The
seats in the front corners should not
be used. No one should be seated
between the projector and the screen
unless the projector is mounted on a

III. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?——(Continued).

Opaque
Projector

high platform. Make sure that the
light switch works and that exten-
sion cords, Where needed, fit the
sockets. Try out the projector in
advance to see that it is properly ad-
justed. Choose pupils to sit near the
windows to adjust shades and one
to sit near the light switch. Changes
of shades and windows are needed
to provide ventilation. If these me-
chanics of routine are carefully
planned, loss of pupils’ time during
the actual showing of projected ma-
terials will be prevented.

The materials to be projected
should be carefully arranged in the
order of use.

B. The opaque projector is a ma-
chine Which reflects on a screen
the exact and enlarged image of
an object for study by the class.
A variety of materials can be
used. A book illustration,
printed page, post card, photo-
graph, map, graph, sheet of
typed or written material, a
small object, or live specimen
may be inserted into the ma-
chine and left any length of
time. The use of still pictures
allows ample time for discussion
of the material projected. The
slow learner has greater oppor-
tunity to learn from the discus-
sion while the picture is there
before him. The projected ma-
terial provides a common ex-
perience for the entire group
which is supplementary to the
individual work done by each
pupil.

The material can be secured 'at
low cost, and files can be bullt
up from year to year thCh
cover a variety of subjects and
uses. The projector, WhiCh‘lS
widely used, is not an expenS‘lVe
device if the economy Of time

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111. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?—(Continued)

Stereoscope
Stereographs

Film Strip
Projection

and the enrichment of learning
which are outcomes of its use
are considered.

The stereoscope is a small hand
instrument through which the
learner looks. It consists of
two lenses set in a frame that
fits over the eyes.

The stereograph is placed in the
stereoscope for detailed study.
It is made of two pictures taken
from different angles and placed
on a card. Each picture viewed
separately has only two dimen—
sions—height and Width. When
viewed through the stereoscope,
they appear as one picture with
the third dimension——depth. The
value of this teaching aid lies in
the three-dimensional quality of
the image which so closely ap—
proaches reality.

Stereographs have been pre-
pared on a variety of subjects
for all grade levels.

A filmstrip is a series of still
pictures arranged in order and
printed on a strip of film. These
pictures are without action. A
filmstrip projector is needed to
show these strips. Each picture
may be projected upon a Screen
and left there long enough for
detailed study and discussion.

There are two types of silent

filmstrips:

1. Strips which are accompanied
by guides giving the back—
ground or special information
for each picture.

2. Strips with titles on the films
which precede and explain the
pictures.

Filmstrips are known by var—

ious names, and this is respon-

sible for much confusion. They
are referred to as filmrolls, film-
slides, slidefilms, stripfilms, and

III. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS

Film Strip

AND HOW ARE THEY USED?-——(Continued)

“Pictorol,” the last being a
trade-name. These names all
refer to the same type of pro-
jected picture. Some filmstrips
contain more pictures, or
frames, than can be convenient-
ly viewed in one lesson, espe-
cially if they are used as the
basis for discussion while an in-
dividual picture is held on the
screen. This is particularly
true of those strips accompanied
by manuals in which explana-
tions are separate from the pic-
tures.

This situation can be handled in
two ways:

1.Select those pictures for em-
phasis which are most perti-
nent to the subject and quick-
ly pass over the others. Show
all of them, however, in order
that the continuity of the
strip will not be broken.

2. Divide the strip into parts so
that the break will come at an
appropriate place. Show the
parts on different days. This
is the best method to use with
some of the strips which deal
with advanced subject matter
and which provoke extensive
discussion.

Most of the filmstrips are the

“text” type. Whether or not

they lead to other activities de-

pends upon the subject matter of
the strip, the purpose for whiCh
it is used, the educational back-
ground of the class, and the
type of school situation in WWII
they are used. The follow-up
may include discussions of the
points which were emphasiZEdv
clarification of any misurtdEF'
standings, and summarizations.

The discussion which follows

the showing of the filmstflps

KIDS

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mes all
of pro.
lmstrips
ES, 01'
lenient-
1, espe-
as the
a an in-
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icularly
ipanied
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or em-
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Show
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arts so
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e with
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ensive

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r not
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If the
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nder-
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illows
strips

III.

2x2 Slide
Projector

Slide
Projector

WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?—(Continued)

should not consist of mere re~
calling of facts or generaliza—
tions but should be based upon
critical observations, judgments,
analyses, comparisons, relation-
ships, identifications, and con—
clusions, according to the nature
of the subject matter involved.
The content of the strips may
often lead to the planning of
some special activities.

Slides get their name from their
dimensions. The 2” x 2” slides
are made on film and mounted
in paper or glass mounts. They
are usually in color. Sometimes
they are called “kodachromes”
which is the trade-name for the
color process.

31/4" x 4%” slides are made on
glass and are usually in black
and White.

Slides have an advantage over
filmstrips in that the teacher
may arrange them in the order
of showing best suited to the
teaching situation. Teachers
may make their own slides. A
camera which uses 35mm film
is necessary to make the film
slides. The strips may show
local scenes of historical or
scientific interest. The teacher
who travels will be able to take
many pictures of educational in-
terest; also, special school proj-
ects may be photographed on a
film strip.

Certain types of glass slides may
also be obtained from nationally
known producers of glass slides.
The same method used with the
filmstrip will apply to the glass
slide:

1.Preview.

2. Selection.

3.Class preparation.

Kmmmwvm

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III. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS

Motion
Pictures

AND HOW ARE THEY USED?—(Continued).

4. Presenting the pictures.
5. Follow up.

When slides are used in a lesson,
they should be organized ac-
cording to some system and filed
properly after the showing.

Motion pictures consist of two
types—silent and sound. A dis-
tinguishing feature is that the
silent film is perforated on both
edges while the sound film is
perforated on only one edge
with the sound track on the
other edge. A sound film may
be used only on a sound ma-
chine.

The film should be previewed
by the teacher who is to use it,
Any teacher comment to ac-
company showing of the film
should be well planned in ad-
vance. Two or more showings
of the film may have a definite
advantage, the first being to
provide an over-all concept of
what is later to be analyzed
specifically, and the second to
give a review or “clinching" ef-
fect to learning experiences
shared through other means of
study. Films are usually placed
in the teaching unit to serve one
of the following major purposes:

1. to introduce a new subject,

2. to examine or study factual
material,

3. to stimulate and promote class
discussion,

4. to provide review.

Only films meeting definite ob-
jectives in the plan of the work
should be used. They should
be shown only to the group fO_1'
which the plan of learning 15
designed. This will eliminfite
the use of films for entertain-

II]

IDS

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3d

III. WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?—-(Continued)

501

ment purposes in the classroom.
It is doubtful that a break
should ever be made in the
showing of an instructional
film.

A suggested procedure for the
proper use of a classroom film
follows:

1. Choose an appropriate film
suited to the subject matter
and grade level,

2. Preview the film well in ad-
vance of showing,

3. Show the ﬁlm,

4. Discuss and explain its con-
tribution to the content being
studied,

5. Re—show the ﬁlm,

6. Apply and follow—up the
learning experience.

AUDIO-AIDS

The radio is an audio-aid to in-
struction which has many possi—
bilities. The teacher should be
continuously alert to advance
announcements concerning fu-
ture programs. Teaching plans
should be ﬂexible throughout
the school in order to integrate
radio programs with the related
teaching situation at the logical
time.

The program should not be in-
terrupted or receive comment
by the teacher during the broad-
cast.

Until more programs pertinent
to school learning situations are
broadcast within school hours,
the use of the radio in the class—
room is limited. However, the
teacher should offer guidance to
pupils in their selection of out-
of-school programs, and con-
tinue to use this aid to the best
advantage.

"‘ "“ ‘* ' "I "nu -: Jew; , 3,, 24., 3
“' 'WJR;4mfs§:A?-mrrﬁaﬂimk

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III.

Recordings

Recorder

Transcriptions

IV. WHAT ARE THE BASIC

ADMINISTRATIVE
PRINCIPLES ?

Appointment of a

Director or
Coordinator

502

WHAT ARE THE TYPES OF AUDIO-VISUAL AIDS
AND HOW ARE THEY USED?—(Continued).

Records are an accepted low-
cost medium of instruction. A
teacher knows in advance what
her pupils will hear. Valuable
records are available to the
teacher on all levels from kin-
dergarten up.

In certain fields of instruction,
the recorder may be used. It is
desirable to record the learning
situation in foreign language in-
struction, public speaking, his-
tory, and many other fields.
Many modern devices such as
wire, tape, and improved disk
recordings may be used.

Transcriptions are events or
radio programs which may be
used at the critical time in the
learning situation. These are
available in disk form, but a
special type of 33-1/3 revolu-
tions player is necessary instead
of the standard 78 revolutions
phonograph player. Dual speed
players may be purchased.

The administration of a local
school unit is concerned with ef-
fective teaching, and is eager to
encourage the use of all types of
aids which will improve the
teaching program.

A director or coordinator is es-
sential for the success of an ef-
fective program. His duties
should be part or all of his as-
signed teaching load. In some
school systems the duties of such
a director may, of necessity, be
assigned to a critic or helping
teacher.

It will be the duty of the direc-
tor to assume responsibility for
planning and executing the total
audio-visual program.

I
!

iDS

low-
a. A
what
uable
the
kin-

tion,
It is
sing
e in-
his-
ids.

as
lisk

be
he

[1.
Id
15

IV. WHAT ARE THE BASIC ADMINISTRATIVE PRIN-
CIPLES?—(Continued).

In-service Training

Selection, Evalua-
tion, and Integra-
tion of Materials

into the Curricu-
lum

503

Some teaching aids are more
generally available than others,
and, therefore, are more com-
monly used. In-service educa-
tion is necessary to train teach-
ers in the use of recently devel-
oped devices which require
special skills and equipment.
Administrative guidance will in—
volve the appointment of special
teacher committees to work
with the director or coordinator
in sponsoring and planning
audio-visual programs within
the school system throug