Business screen magazine (1946)

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what thc\"ro really lonkinu: tor is learning experiences rather than timefillers. The\ want programs that will get the sliuleni involveil so he begins to ask anil diseover fur himself, ("onlcmporar> films are particularly well suited to Mart this process. They are stimulating to the young audience, involving, revealing. But not "instructional" in the old sense. Some teachers may need help in using these films lo best ad\anlage. A good e\ample is a film sponsored by The Ko\ai Worcester Porcelain Company. Uic Purlridi;i Tureen. It has no dialogue, no narration, no how-lo-do-it demonstrations. But it is a delightful film, clearly designed for young people, and through mood and visual impressions It not only hooks its .mdience but imparts implicit teaching. The teacher's guide explains the nature of the film, points out several concepts that underlie the story line and indicates the areas of the curriculum in which it could be used. It suggests classroom activities and subjects for discussion related to the film, and provides a bibliography for further reading. Royal Worcester goes further, providing each teacher with 50 copies of a student manual entiiletl ".Setting Your Table — Your Cuiide to Fine China." This kind of material docs more than attract bookings, of course. It means that the film will probably be gisen much closer attention. It may generate lollow-up activities. It may s.-nd teacher i)r students looking for further intormation, perhaps from the sponsor himself, or his field offices or stores. The literature may enjoy continuing exposure, particularly if it is designed for wall display, like a chart or poster. And it may be carried home or to other group meetings (can indeed be designed lo bring that about). F-requenll\ ihe literature directs the interest won by the film into more commercial channels. A common example is the recipe booklet. The Pineapple Growers Association sends a suppK with the film /OOOI Pini-<ii>plcs, the National Broiler Council does with Chicken American Style and so does Knox Cielatine with R. S. \ . P. There are many more. Another useful function of literature is to adapt a film to a particular audience or purpose — and surely this could be done more extensively. A general corporate profile film, for exampL'. could, with the right literature, be used as a recruiting tool. It could he coordinated with various areas of Ihe school curriculum. It could be regionalized. It could be updated. Although literature is frequently created for films, sponsors often use NOW you can pull out a dry gate CompUta Syttem; SS,700op lOi NTC Unojtril » TWO SWITCHES ] . TWO REGULATORS) ■A ^ [p^ A lelf contoined. normol loading, unit that's ready to go in minutes. Virtually eliminates scratches ond passes splices easily without causing bubbles, liquid spillage, streaks or turbulence, ot freeze frame, normal speed and up to 600 f.p.m., with a pin registration system Th* trttrmt liquilt II fnjintJtnrd a\ j|)pioi Iwo pounds pirtturr bj J pwmp and rr|iiljto(. bipaitini «ll ritrtt prttiurr bach lo lh« r«t*r>oir Mhtth (onUini j rfgwUIrd bubbU lr«p lh« iitMum pump mjinl«ini jppici fitv inchvt of mtrcurf •Acuwm. ■ hifh rtlutnt jII fluid lo llt« fft*rioir With j (ontUnI tlo« •f UWtitd fluid, IKr film 11 lofallt tmmfftfd «nd rltmin<lrt KiJichtt <nd dirt Tb« l«o Ihich opfitjllf flit t\»\\ m%ndom\ miMimii* lh« •H»<| of dutt «nd diit on lit' otilor tvrfjc*, «nd i\ tp«<iall|i toJiad lo mtt%m*i» UgM pM\\»%» Tht film i« hold • I T»«i notmtl fo<ut pUnr lor follow focut VACUUM tiaUID CIICUIAIINO »T»TIM Oivialon of lliclimarii Camera Sorvica, Inc. DXBERRY5I6 TIMPSON PL., BRONX, N.Y. 10455 T«l. [212] SSS-0730 CaMa OXBERIIV. N.Y. Audience folders are good remindti of key points in the film, geners follow-up activities. materials that are already availab Black and Decker accompanies film Playing It Safe With Power Tot with reprints from Popular Scicr magazine. The German Federal t public sent a map of Berlin with film Berlins a Hit. The Chocol: Manufacturers Association, with t film Explorini; the World of Chot hue. supplied two generalized indusi pieces — a four-color 32-page book called "The Story of Chocolate" and supply of folders called "Amend Favorite Flavor." ' Teacher's or discussion leadei. guides and handout booklets or fol ers for the audience are not the oi kind of supplementary materials, course. When we surveyed the economics teachers, we asked about various kinds of materials, of which we made up just to see they'd say. Te.icher's guides and hi out lileralure did indeed finish and second, but every item we ai about scored well. Product sampi rated third. Wall charts or posters ti| for fourth with one of our "made items, tests. Next came another mi up item, games. And last — but 3 1 % favorable response — was %ta, prints, an idea Ixirrowed from the ucalional film field. (What stu prints amount lo is still pictures, haps scenes from the movie — a key for review discussion.) Those just a few of the possibilities. It be possible lo think of many moi Some of the programs are ral elaborate. The home economics teai ers and home demonstration agcii who book Iniernaiional Nickel's fi Yesterday Has lione .■\way recei color filmsirip (or slides, if they p' fer) wiih accompanying narration a record; printed script of the film: supplies of two bookL'is: a compj hensive teacher's guide for the use these materials. continued on pagt ! 34 BUSINESS SCF