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(iai supports could be installed in tiie (ciling; to give the necessary strength. Here too, is an interesting installation feature. Screens were mounted eighteen inches from the end wall at the front of the classroom, enabling the teacher using overhead projection to pull the screen down at an angle to a small hook fixed in the chalk trav, thus correcting keystoning.
Another construction problem was corridor lighting shining into the classrooms through door and transom windows. Correction of this condition is under study.
In conclusion, these factors are of paramount importance for consideration in planning new schools for effective audiovisual utilization.
1. Room Darkening, regardless of what kind, blinds, drapes, or what-have-yoii, should be studied in detail in order that windows are of such a kind and construction that they adapt with a minimum of re-engineering to the installation of blinds. Ceilings should be of such a construction that they will provide support for draperies.
2. Corridor Lightmg. Manv schools are being constructed witli large glass areas in doors and transoms and in windows over lockers. This practice should be watched for and discoinaged.
3. Wall and Ceilijig Screens. Modern school construction is of such a kind that adequate support for them needs to be incorporated in the planning stages of a building program.
As all audiovisual people know, there are countless other considerations in providing for effective utilization in oiu' schools. The ones mentioned here developed through the concern of the people of Penfield in their efforts to provide an audiovisual center that woidd "help teachers teach and children learn."
(Above) Teachers and students may preview and study filmstrips in the Distribution Center.
(Center) Display rack in Audio Visual Office brings new recordings to attention of teachers.
(Left) Record players are located in the conference room serving both the library and the audio visual department.